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FOR AGES 9 TO 10LEVELLEVEL

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section 1

PARMALAT LEARN TO PLAY

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WHY PARMALAT LEARN TO PLAY (PLTP)?

The PARMALAT LEARN TO PLAY PROGRAM is a revolutionary way of introducing the sport

of Softball to children. Activities are included which foster the involvement of ALL players, including

players with high and low skill levels. The child will experience excitement, enjoyment and success.

Activities and lead-up games are patterned after informal playground games that promise an hour of

FUN and LOTS OF ACTION. Participants will go home at the end of the night happy and tired,

while improving their fitness level.

Research has shown that out of a possible 20 reasons for youth participation in sport, the top four are:

To have FUN

To stay in shape

To get exercise

To improve skills

Children ranked “challenge of competition” as #10 and “to win” as #12 clearly indicating that

competition should not be the focus of programs for young children.

The PARMALAT LEARN TO PLAY PROGRAM replaces the old game of T-Ball and promises an

hour of FUN, games and activity....set up to develop the players’ individual softball skills and build self-

confidence. The following chart compares the characteristics of the game of T-Ball (which is currently used

to introduce children to softball) and the PARMALAT LEARN TO PLAY PROGRAM:

T-Ball Characteristics: Vs. PARMALAT LEARN TO PLAY

Characteristics:

Competition is the emphasis FUN is the emphasis

Low number of repetitions of skills High number of repetitions of skills

Less skilled players receive little Progressions to suit the skill level

opportunity to improve of the player

More aggressive/skilled players Drills that offer a high success rate

dominate game for every child

Players are standing in the field leading Action packed lesson plans leading to

to boredom and low activity high activity for players

Volunteer coaches are given no direction Volunteer coaches are given prepared

or resources lesson plans with easy to follow instructions

and progressions for teaching basic skills

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introduction to PARMALAT LEARN TO PLAY


The PARMALAT LEARN TO PLAY PROGRAM provides 5–10 year olds with maximum

opportunity to practice the progressions necessary to successfully take part in the (adult) game of

Softball with a reasonable amount of skill.

Traditionally, at the 5–10 year old level, coaches are Moms and Dads with little or no coaching experience.

This program is designed to make it easy to implement for the volunteer coach. It includes prepared

lesson plans, easy to follow instructions, a letter to give to parents about the program, progressions for

teaching basic skills, and lead up games designed to simulate the real game of Softball.

The PARMALAT LEARN TO PLAY PROGRAM is designed to be a young person’s introduction

to the sport of Softball. The emphasis is on FUN, ACTION, and a POSITIVE ATMOSPHERE,

with a gradual introduction to non-stressful competition. The kids will have FUN, and they will want to come

back for more!

WHAT’S IN THIS MANUAL

The following is a review of the content of this manual and what the purpose is for each section of

the manual:

INTRODUCTION

Why PARMALAT LEARN TO PLAY? (p. 1)

◗ explains the philosophy of the PARMALAT LEARN TO PLAY PROGRAM

◗ outlines the differences between T-Ball and the PARMALAT LEARN TO PLAY

PROGRAM

What’s in the Manual (p. 2)

◗ outlines the content of the manual and how it’s organized

CHILD DEVELOPMENT (p. 5)

Introduction (p. 5)

◗ explains how children learn and develop

Characteristics of Children (p. 6)

◗ outlines the characteristics of children and suggests ways to incorporate these characteristics

into the planning of children’s activities

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section 1


Age Appropriate Skills by Age (p. 9)

◗ outlines what skills should be emphasized at each age group

NOTES TO COACHES

Introduction (p. 11)

◗ explains how the PARMALAT LEARN TO PLAY PROGRAM is organized

Program Design (p. 13)

◗ explains how the program is designed (length of season, length of a session, number of players,

number of helpers, facilities, the lesson plans and how to end the season)

◗ this will be different in each level

Tips for Coaches (p. 19)

◗ provides tips to the coach on how to have a successful season

Ideas for Establishing Positive Behavoir (p. 20)

◗ describes ideas for behaviour expectations that a Coach may wish to employ throughout

the season

Group Selection (p. 20)

◗ provides ideas for forming groups of players

Organizational Signals (p. 21)

◗ provides hand signals that will assist the Coach in quickly organizing their players

during a session

Equipment List (p. 22)

◗ provides a list of all required equipment needed to run the PARMALAT LEARN TO

PLAY PROGRAM

◗ much of the equipment can be hand made (i.e. batting T’s; carpet bases; sticks with a hanging

ball; cut off broom handles for bats, tennis balls cut in half for markers, etc.)

◗ using a softer type ball (i.e. safety balls) is extremely important to give the players confidence

when performing the skills in the lesson plans (i.e. catching fly balls)

◗ whiffle balls are the only other equipment that might have to be purchased that wouldn’t

normally be part of a team’s equipment

Letter to Parents (p. 23)

◗ provides an overview of the PARMALAT LEARN TO PLAY PROGRAM for parents

that can be handed out to parents at a Parent Meeting or at the first session

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introduction to PARMALAT LEARN TO PLAY


LESSON PLANS (p. 25)

◗ an index of all the activities that are included in the manual is provided before Lesson 1

◗ provides 18 lesson plans to take a Coach through a Softball Season

EXTRA LEAD UP GAMES (p. 67)

◗ provides additional games to be used as Lead Up Games in the Lesson Plans

BASIC SKILLS CHECKLISTS (p. 79)

◗ provides a checklist of the key teaching points for all the Softball skills taught in the

PARMALAT LEARN TO PLAY PROGRAM

◗ can be used as quick reference to ensure coaches are covering the key points of each skill or a

report card for the player

SOFTBALL SKILLS (p. 87)

◗ provides the Coach with key teaching cues for all Softball skills and progressions to

aid instruction

END OF SEASON (p. 107)

◗ provides ideas for ways to wrap up the Softball season

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section 2


CHILD DEVELOPMENT

INTRODUCTION

It is very important for coaches to be aware of the developmental characteristics of children of different

ages. Young children do not have the same capabilities as older children, consequently practices have to be

modified for different age groups. Methods that work with older children may not be the best for younger

children. Young children need to participate in activities and progressions where they experience success,

not frustration. They enjoy learning new skills and playing lead-up games. Hundreds of repetitions are

necessary to develop the skills to play a full game of Softball and these will be obtained through the games

approach of the PARMALAT LEARN TO PLAY PROGRAM.

Program goals at younger age levels should include learning the basic skills of Softball and developing

positive feelings towards the game, including the desire to improve skills and continue playing. The game

of Softball involves many of the basic movement skills that are found in other sports – throwing,

catching, running, striking. These are the building blocks that children will need to participate in many

physical activities, hopefully for a lifetime. Thus, it is valuable for all children to develop proficiency in

these basic skills no matter what sport they eventually specialize in.

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child development


CHARACTERISTICS OF YOUNG CHILDREN

Short attention span:

·

short practices

·

variety of activities

·

short explanations

Like a lot of action:

·

maximum activity in small groups

·

maximum use of equipment

·

ACTION more important than perfection

Mature at different rates:

·

practice at own skill level

·

checklist to assess readiness so skills can be introduced at the appropriate time

Low ability to work in complex situations:

·

introduce complex activities gradually

·

keep competition simple with a low number of players

Low level of fine motor co-ordination:

·

use of modified equipment (softer balls)

·

parent helpers allow for individual work

·

skill learning takes place in practice situations

·

recognize proper skills are only used in competition once it is fully assimilated

Low ability to track objects, especially if moving in an arc:

·

provide maximum repetitions for practice

·

simple games in smaller areas

·

use of softer, lighter balls which travel more slowly

·

yellow balls if possible – they are easier to track

Egocentric:

·

priority is FUN – playing simple drills/games

·

need everybody wins, nobody loses situations

·

simple games which require low level of teamwork

High desire to please coaches/parents:

·

criticism or praise results in them being crushed or elated

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section 2


Low ability to assess competence. Like chameleons, attitudes of

coach/parents have tremendous effect on how player feels:

·

if coach emphasizes or rewards effort, player will be satisfied

Low ability to think abstractly, think ahead, anticipate, cope with stress:

·

play games with simple rules, low level competition

Limited ability to make decisions (even to protect self from injury):

·

simple activities, requiring limited skills using modified equipment

READINESS MODEL

Every child who enters the sport of Softball has the right to choose to eventually strive for excellence

or to participate recreationally. To ensure that players can make the best choice for them later in life,

the Coach must provide the opportunities and experiences to form a solid base of the fundamental

skills of the game of Softball. The comprehensive hierarchy of skills listed here should help coaches

and administrators appreciate the complexity of the sport and the number of skills required to play it

well. It should be clear that it is necessary to introduce the skills of Softball and competition with a

gradual progression.

PREREQUISITE SKILLS

The following list of skills should be developed in Level 3 as well as through the childrens’ school and

home activities:

·

basic body movement skills·

spacial awareness (high-medium-low)

·

hand-eye co-ordination·

group interaction

·

time awareness·

listening skills

·

quickness·

quick response to directions

·

body awareness·

aerobic fitness through play

·

ability to mimic skills

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child development


SPECIFIC SPORT SKILLS

HIERARCHY OF SKILLS

The skills included here are intended to be taught over a period of time from entry into Softball until

Midget. Suggestions for the age level to be taught are included, but coaches will have to be flexible

depending on the ability level of the players involved.

LTP PARMALAT LEARN TO PLAY (under 10)

M Mite (under 10)

S Squirt (under 12)

PW Pee Wee (under 14)

B Bantam (under 16)

Mi Midget (under 19)

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section 2


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child development


section 3

PARMALAT LEARN TO PLAY11

NOTES TO COACHES

INTRODUCTION

This section contains many useful resources/suggestions for the Coach of the PARMALAT LEARN TO

PLAY PROGRAM to utilize during the course of a Softball season. The PARMALAT LEARN TO

PLAY PROGRAM design is outlined for a typical Softball season. Tips for Coaches are provided for

the Coach to keep in mind for the entire season. Sample behaviour expectations are described that a Coach

may wish to implement for their team. Suggestions on how to organize players into groups is provided.

As well, organizational signals are included to assist in communicating what the Coach wishes the players

to do. A list is provided that outlines all the required equipment for the PARMALAT LEARN TO

PLAY PROGRAM for the entire season. And finally, a sample letter is provided that the Coach may

wish to give to the parents of the players describing the program and what it involves. Armed with these

resources, the Coach is sure to have a successful Softball season!!

The players at this level will be more capable of handling formal practices and structured games,

although major modifications will still be necessary to accommodate their skill level. The emphasis

of the program will still have to be on skill development rather than competition, in order to

prepare them more effectively for competition at the Under 12 age category (called Squirt in most

Provinces/Territories). The complex individual skills involved in softball, as well as complex team

situations dictate that much time must be spent at the entry level of the game to develop solid

fundamental skills. Ideal children’s programs, which are conducive to skill development, provide

more practice time than competition time. The 30 minute Pre-Game skill development time in

this level does NOT come close to providing ideal practice time. However, including it adds more

than is in most traditional children’s softball programs which consist largely of competitions and

few, if any opportunities to get enough repetitions to learn the necessary skills. The ideas in the

Lesson Plans can be used for additional practice time.

Even though children at this age are ready for more advanced activities than the other two (2)

levels of the program, they still have many of the characteristics of children listed in Section 2

Child Development - Characteristics of Young Children, which must be considered. They still like

a lot of action and should be spending much of their time in free play rather than in extensive

organized programs. In his study of children’s sports, Coakly (1980) noted that the primary

characteristics of sandlot games, which children devise themselves are:

1. extensive action usually resulting in very high scores

2. close scores

3. high degree of personal involvement

3 notes to coaches


Programs designed for children must try to emulate the characteristics of games children would

devise themselves. Priorities should still be on making activities FUN, POSITIVE, and EXCITING.

Modifications to the adult game will still be required.

Emphasis MUST be on correct fundamental skill development at this critical stage instead of

competition. If it is not, players often develop bad habits in order to cope with the game situation.

This reinforcement of incorrect skills has a negative impact on future skill development. Habits

are hard to break. Real skill learning takes place at practice, not during competition. The proper

skill will only be used in competition once the skill has been fully assimilated. Too much emphasis

on competition also results in dropout, either from boredom or embarrassment by those players

with few skills. Given time and proper instruction these same players will develop their skills so

they can enjoy playing a recreational game of softball or could even develop into elite players.

Most important of all, good experiences discourage drop out.

Children at this age are active and restless and can only handle so much information at one time.

They won’t respond to practices in which there is too much talking, instruction where they are

standing around, or too much repetitious activity. A variety of learning games and drills are

necessary to keep the participants active and to maintain enthusiasm. Softball skills are complex

and must be broken down to simpler progressions to match the capabilities of the players. It is not

enough that coaches know the game or that they can play it themselves. What they need to

know is how to “teach” the skills. Some of the best coaches, at this level, are not those who

have mastered the game themselves, but those who are willing to learn how to teach, and who

can relate to children. The teaching of skills should be sequenced so that simpler skills are

learned before more difficult skills. In order to develop a well rounded athlete, the coach not

only needs to teach the skills of the game but also needs to provide a positive and FUN

atmosphere. This will ensure that the players are experiencing success and building high levels

of self-esteem and self-worth.

Parents are the strongest influence on a child’s life. The coach needs to encourage communication

and gain the support of the parents. This can be accomplished by organizing a pre-season parent

meeting to gain support for the PARMALAT LEARN TO PLAY Program and explaining both the

coach’s philosophy and the PARMALAT LEARN TO PLAY Philosophy.

section 3


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PROGRAM DESIGN – LEVEL 3 (9-10 YEAR OLDS)

Note: The following points are guidelines only. Please feel free to modify these guidelines or to develop

your own as dictated by the needs of your Association. In particular, in the Scrimmage Modifications

section, one will find different sets of modifications. The first set of modification is the suggested

model that works best to increase the player’s skill level. Softball Canada hopes that these

examples will help your community make the best choice for your situation or help you to create

your own modifications.

LENGTH OF A SEASON

◗ Typically the Softball season for 9-10 year olds is two months (May and June) with 2 sessions

a week.

LENGTH OF A SESSION

◗ 1 and 1/2 Hour (maximum) per session (30 minutes using the lesson plans and 1 hour of

a scrimmage)

NUMBER OF PLAYERS

◗ No more than 12 players on each team. It is recommended to have 10 players or less.

NUMER OF ADULT HELPERS

◗ 6 adult helpers (parents or family members) are required for each session.

◗ Should have one adult for every two players.

◗ It is not necessary that helpers be technically knowledgeable, as the coach will ask the helpers

to watch for the execution of simple, specific skills (i.e. open the hips when throwing).

FACILITIES

◗ While the use of a Softball diamond is suggested, an open field can also be used.

◗ The number of diamonds used will depend on the resources of the Association and the number of

participants registered.

LESSON PLANS

◗ The coach is provided with 18 lesson plans to take them through a typical Softball season (i.e.

a nine week season with 2 sessions per week).

◗ Each lesson plan involves activities that will teach the players the basic skills of Softball.

◗ Coaches are offered suggestions on how to modify an activity to suit the players’ ability level.

3 notes to coaches


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◗ The coach has great flexibility in following or changing the lesson plans to ensure the most

FUN and ACTIVITY for their players.

◗ The Lesson Plans are designed so that both teams do the Warm Up at the same time (one group

in the infield and one group in the outfield).

◗ The next portion of the session has 25 minutes of activities, which is performed in the outfield

and the infield.

◗ The groups switch half way through these activities so that each has had a chance to practice in

the outfield and infield. The session is designed this way because some of the activities require

either the backstop or grounders in the infield to be done effectively.

◗ All players are introduced to the skill of pitching. Players should be encouraged, but NOT forced,

to pitch in game situations. The player must feel they are ready to pitch in a game situation.

◗ The total time (including Warm Up is 30 minutes) for this portion of the session.

◗ The teams would then scrimmage against each other for the next hour.

SOFTBALLS

◗ Softball Canada strongly recommends the use of the Worth Reduced Injury Factor (RIF) softballs

for the PARMALAT LEARN TO PLAY PROGRAM.

◗ Fear of being hit by a hard ball is a deterrent for children learning softball skills so a softer ball

will increase the child's confidence when engaging in the activities of the program. The Worth RIF

softballs come in a variety of hardness as well as sizes to meet the needs of your association.

◗ As the child's skills improve, a harder softball can be introduced.

SCRIMMAGE MODIFICATIONS

◗ All competition should be organized with the maximum opportunity for success. Playing the

adult version of the game sets the players up for more failures than successes. The complexity

of the game and skills make it very difficult for young players to perform with consistency.

SAMPLE #1

Note: Softball Canada strongly recommends Sample #1.

◗ Emphasis on individual achievement. The younger is player, the more

sensitive they are to stressful situations. Incentive awards for individual achievement

goals, in the form of learning skills (skills checklist in manual) should be provided

rather than team standings. Travel to out of town competitions (unless necessary to

get another team to play against, as may be the case in small communities) should be

discouraged, as that would add additional importance and stress to the competition

which would be better left to the Squirt Division. It would also support the philosophy

section 3


that there be a gradual progression in the activity and competition experiences which in

the long term will encourage longer participation in softball. Eliminating league standings

and playoffs encourages coaches to stay focused on their main goal, which is the teaching of

fundamental skills.

◗ No elimination tournaments. Elimination tournaments produce more losers

than winners. They encourage coaches to violate the Fair Play Principles by playing

their best players more and not providing an opportunity for all players to play a

variety of positions. Round robin tournaments, with no declared winner, are much

healthier for children. If awards are given they should be “team” skill awards (i.e.

fastest team around the bases; most accurate team awards, etc.).

◗ Playing Time - All players are given equal playing time and an opportunity to fully

develop by playing all positions.

◗ Time limit - No inning to start after a specific time. 7:45, if start time 6:15. That

would limit the total time 1 1/2 to 2 hours, which is the maximum time young players

should be involved in an activity. The time limit combined with the varied activities

in the Pre-Game Warm Up attempts to accommodate shorter attention spans and the

tendency for youth softball games to continue well past the interest stage.

◗ Walks - No walks. Since the early stages of learning proper technique rarely results

in the ability to throw strikes consistently, NO WALKS will be issued. If a pitcher gets

3 balls on a batter, an adult (from the batting team) will come in to pitch until the

ball is either hit or the batter strikes out. This will eliminate pitchers reverting to

improper technique to throw strikes, and fewer giving up in frustration or embarrassment.

Since there will be no advantage to a coach telling the batters to wait for a walk it will

encourage more aggressive hitting, resulting in improved hitting ability, confidence and

more action defensively. The increased action, defensively, will also result in improved

defensive skills.

• Adult pitcher should use windmill arm action so batters get used to seeing it and

should attempt to pitch at the speed similar to the pitcher who is pitching so batters

learn how to hit that speed.

• Strike count resumed where pitcher left off.

◗ Maximum Number of Runs - A maximum of 6 runs per inning/ 4 outs for the

losing team if they get more than 12 runs down after a complete inning. They revert

back to 3 outs if the losing team gets within 12 runs again. This is an attempt to keep

the scores a bit closer in case one team is too dominant. The 6 run per inning rule also

helps keeps innings from getting too long.

3 notes to coaches


◗ Number of Outfielder - 4 outfielders. The field is much too large for 3 young players

to cover and this modification puts one more player into the action and off the bench.

◗ Batting - All players bat. This level has the traditional 1,2,3 out innings. Although

only 10 players are playing defence all of them are in the batting order.

◗ Substitutions - Coaches are allowed unlimited substitution.

◗ Pitching - Pitchers are only allowed to pitch 9 outs per game before a pitching

change is made. This will encourage a coach to develop a number of pitchers and avoid

burning out an early achiever.

◗ Coaches - Coaches allowed on diamond during the game to help direct play and

provide an opportunity for feedback to be immediate and private.

◗ Strike Zone - Larger strike zone. A wider home plate is used (19" instead of 17")

and the umpire is instructed to call a slightly larger vertical zone (shoulders to bottom

of knees). This will help keep the adult pitcher out of the game a bit more as well as

encourage more aggressive hitting. Parents should be informed of this change.

◗ Distances - between bases - 45': pitching - 30'; diagonal H to 2B - 63’8"

◗ Infield Fly Rule - This rule does not apply.

◗ Stealing - Players may steal a base after the ball crosses the plate, except for Home.

Players can not score on a pass ball or wild pitch.

◗ Overthrows - Runners will only receive 1 base on an overthrow, even if the ball is

in fair territory (i.e. A runner advancing to 2B at the time of an overthrow into CF can

only go to 3B, not all the way Home).

◗ Third Strike - The batter will be called out on a dropped 3rd strike.

◗ Thrown Bat - A player will receive one warning for throwing their bat. The next

incident will result in the batter being called out.

SAMPLE #2

◗ Pitching - Pitchers can only pitch 3 innings or 9 outs per game. Each pitcher on the

defensive team who delivered a pitch during an at bat that results in an out will be

charged with an out.

◗ Stealing - Players may steal a base when the ball crosses home plate. No stealing of

home is allowed.

◗ Infield Fly Rule - The Infield fly rule does not apply.

◗ Dropped Third Strike - The batter is out on dropped third strikes.

section 3


◗ Number of Players - Only 9 players are allowed on the field at one time.

◗ Substitutions - Unlimited substitution is allowed.

◗ Batting - All players bat in the order as listed on the line-up card. If a player comes

late, their name is added to the bottom of the batting order.

◗ Maximum Number of Runs - There will be a maximum of 7 runs per inning.

◗ Softballs - Worth’s Reduced Injury Factor (RIF) Level 1 11" synthetic softball must

be used exclusively. This softball can be purchased at most sports store.

◗ Coaches - Coaches are not allowed on the field during play.

SAMPLE #3

With the adoption of Level 3 PARMALAT LEARN TO PLAY into the Mite division, it will

be a transition to adopt all there this program has to offer. The PARMALAT LEARN TO

PLAY Program will create more fun for the players and develop better ball players in

years to come. A few of the rules have been revised to improve the season. Please read

the manuals and pre-plan all activities to best utilize your time. “Fair Play” is in

effective. This means “ALL” players receive equal playing time. Please make note of

the following modifications and have a great season.

◗ Softballs - All games and practices will use the “soft core” ball for the first month

of the season to give the players a chance to gain confidence in their ability to execute

the skills of the game. The second half of the season will use the regular softball.

◗ Adult Helpers - All teams must encourage as many parents as possible to help

during pre-scrimmage lessons.

◗ Playing Time - All players will be given the opportunity to play each position

during the games!

◗ Maximum Runs - There will be a maximum of 5 runs allowed per inning. If a team

gets down by more than 10 runs after a complete inning, that team will now be

permitted 4 outs. If the team gets back to within 10 runs, they will revert back to 3

outs in the next inning. This will help speed up the game in hopes of getting more

innings in.

◗ Time Limit - All games including the lesson plans prior to the game will not exceed

2 hours. No new inning will start after 8:15pm!

◗ Number of Outfielders - There will be 4 outfielders used at all times. Two

coaches will be allowed on the field during the game for the first half of the season to

help direct the play.

3 notes to coaches


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◗ Pitchers & Catchers - Pitchers and catchers will be allowed to play 1

inning maximum per game. This will allow more players to get a chance to

play in these positions.

◗ Overthrows - Only one base will be awarded on an overthrow! (Note: A ball being

thrown from the catcher to the pitcher is considered a dead ball.)

◗ Stealing - There will be no stealing of home. All players must be hit home from

3rd base.

◗ Strike Zone - The width of home plate is increased from 17 to 19 inches to increase

the size of the strike zone. (Note: Parents should be advised by the coaches that a

larger strike zone is being used.)

◗ Zero Tolerance - Parents should be advised that there will be a “ZERO” tolerance

policy enforced by the umpires. An unruly fan may be asked to leave the ball

diamonds. Please help to enforce this, as we need our young umpires.

◗ Dropped Third Strike - If a catcher drops the ball on a third strike, the ball

is dead.

◗ Line Up Card - All players must be listed on the line-up card and no changes or

alterations are allowed unless agreeable with both coaches.

◗ Batting - All players will bat. If for any reason a player must leave the game and

cannot return, the batting order skips to the next player and is not considered an out.

◗ Substitutions - Players can be substituted in and out at any time without affecting

the batting order.

◗ Walks - There will be “NO” walks allowed. However, players hit by a pitch will be

awarded first base.

END OF SEASON

◗ It is strongly recommended that the Association organize a “FUN Day” at the end of the

season for the participants of the PARMALAT LEARN TO PLAY PROGRAM. (Note:

Some Associations will also start the season off with a “FUN Day”.)

section 3


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TIPS FOR COACHES

If you are using the program for the first time, ask for assistance from your Minor

Softball Association or Provincial/Territorial Softball Association. They may be able to

provide you with a trained person to review the lesson plans and skill progressions,

should you require it.

Explain to the players what is appropriate and inappropriate behaviour and the consequences

of such. This will set the tone for the season.

Be sure to review the skills section and the specific skills you will be covering in your

lesson plan prior to leaving for the diamond.

Coaches should arrive early to set up the diamond and be ready to start on time. This

sets a good example for the players.

Players should be instructed to arrive early to the session. This will help develop a habit

for the players to arrive early in future years to practices and games to allow for a proper

Warm Up to be ready to go at the stated time. Perhaps show them some Warm up

activities and stretches they can do on their own. Then have them throw to each other

before the session begins.

Attempt to stay within the prescribed times for the activities in the Lesson Plans.

Because of the players’ short attention spans, there is a need for change and variety, even

if they have not mastered the particular skill. Expectations for correct techniques should

be low with this age group.

Be flexible in implementing the Lesson Plans by adding or subtracting any activities

listed in this manual. Use the players’ favorite activities more often to ensure they are

having FUN but don’t over use them.

Ensure you stay on time by keeping instructions brief. Players must be kept ACTIVE.

Be flexible with the time spent on pitching. Pitching is a very complicated skill that may

take a while for the players to understand. However, you may be surprised at how quickly

your players will learn this skill. Be creative with the pitching activities (i.e. use targets

on the backstop, stepping (striding) on a marked line, etc). If the players are confused

switching back and forth from underhand (pitching) to overhand throwing, wait until

later in the season to introduce pitching. This way overhand throwing will be well

established. Remember the emphasis of the PARMALAT LEARN TO PLAY program

is the players having FUN!

Many of the activities can include some kind of competition (i.e. see who can make the

most consecutive catches). You decide when the players are ready and responsive to be

introduced to a competitive situation.

If your team is given additional practice times, the Lesson Plans and Lead Up Games in

this manual are a good resource to help you plan your practice session.

Promote the “philosophy” of PARMALAT LEARN TO PLAY to the parents as

some may be skeptical at first. It will help to refer to the activities as legitimately

playing Softball and to avoid the phrase “we just practice”.

Maintain a FUN atmosphere. The activities provide the opportunity for FUN to occur.

Be enthusiastic, encouraging, and organized and the season will be successful.

3 notes to coaches


IDEAS FOR ESTABLISHING POSITIVE BEHAVIOUR

The Coach should develop a list of behaviour expectations for the players. These behaviour expectations

must be established at the start of the season and communicated clearly to the players and parents. The

coach must monitor the players’ behaviours and follow through on any consequences decided upon at the

beginning of the season.

Possible behaviour expectations that a Coach may wish to establish are:

◗ After the coach’s explanation, wait for the “GO” signal from the coach before starting any

activity. An idea to encourage children to listen more carefully is to vary the word that means

“GO” (i.e. don’t start until the coach says “DYNAMITE”, “BARNEY”, “AWESOME”).

◗ Use the word “FREEZE” for stop. Expect players to stop immediately. If you get in the habit

of repeating the stop signal 3 or 4 times, the players will also accept that as standard.

◗ Establish rules for setting up and putting away the equipment. This can teach children

responsibility. Insist that the players PLACE equipment and not throw it when putting it away.

◗ To avoid players playing with the ball while the coach is talking establish a routing for when the

coach is talking (i.e. place the ball on the ground between feet or in hand behind back, etc.)

◗ Never swing a bat without checking behind to see if someone is there.

◗ Never walk up behind someone holding a bat without letting them know you are there.

GROUP SELECTION

◗ Always avoid assigning captians to pick a team, as was often done in the past and which could

do irreparable damage to the self-esteem of the child chosen last.

◗ Children can not be allowed to hurt the feelings of others in the group selection process. This can

be emphasized by letting the players know it is NOT acceptable to say no to a teammate who

wants them to be a partner.

◗ Number players 1-12 at the beginning of the year. This will make it easy to assign groups by

calling out their number when the coach wants to assign groups.

◗ To get even numbered groups start by selecting a partner, then each pair joins with another pair

to get 4, or with 2 other pairs to get 6.

◗ To select 2 teams, have the players choose a partner (without telling them you are choosing

teams). Have one partner stand on 1 line and the other partner on another line. You automatically

have 2 teams selected.

section 3


ORGANIZATIONAL SIGNALS

The use of hand signals can be used to make your practices run more smoothly and efficiently. If used

consistently, the players will learn to react quickly, with less confusion and it will be easier for the coach

to maintain control. Start by using both verbal and hand signals. Eventually only hand signals will be

required once the players’ attention is gained.

Form a Line: Run quickly to form a

line in front of the Coach. Stand evenly

spaced shoulder to shoulder.

Listening Circle: Run quickly to

stand in a group in front of the Coach to

listen to the coach’s instructions.

Groups: Quickly form a group with

the number of people indicated by the Coach.

Files: Quickly form a single file line

with one player behind the other.

Quiet/Listening: Immediately stop

what you are doing, hold a hand in the air

and listen to the Coach.

3 notes to coaches


EQUIPMENT REQUIRED

At this level, it is likely teams will each have their own equipment rather than getting it from a

central storage area like in Level 1 and 2. The proper equipment is a necessary ingredient in order

to make the practices both active enough and varied. It is expected that for some of the activities

(i.e. hitting where more equipment is required) that the two (2) teams will share equipment.

3 Whiffle balls

1 Dozen safety balls (i.e. indoor softballs)

4 Batting T’s (home made T’s work well. Traffic pylons may also

be used.)

6 Carpet Home plates

2 Sets of bases (carpet bases will do for 1 set)

12 Bats (preferred for maximum repetitions. Minimum requirement for

each team is 1 bat for every 2 players on the team.)

1 Set of catcher’s equipment

6 Markers (i.e. pylons, pucks, old tennis balls cut in half)

6 Sticks with hanging attachment on the end (whiffle ball, shoelace,

rope, rubber tubing). Old cut off hockey sticks or broomsticks

work well.

2 Targets (approximately 3' x 3')

4 Helmets

section 3


LETTER TO PARENTS

Welcome to the PARMALAT LEARN TO PLAY – Level 3 softball program. It is a FUN,

ACTION PACKED introduction to the game of Softball. We will be playing a version close to the

adult game of Softball. However, there will be modifications in order to address the needs and characteristics

of young players.

Level 3 consists of 30 minutes of games and activities to enhance the skills of the players followed by a

an hour game. The first part of the evening allows maximum opportunity for repetitions and improvement.

The second part of the evening introduces the concept of competition.

The PARMALAT LEARN TO PLAY program is designed to address the common characteristics of

children. These include:

Love of FUN

Love of Action

Need for approval & praise

Short attention span

Different maturing rates

Low ability to think abstractly

Low ability to anticipate

Low ability to do complex tasks

Low ability to cope with stress

Low level of fine motor skills

Low ability to make decisions quickly

The success of the PARMALAT LEARN TO PLAY program will depend on your help and support. In

each session we will require at least 6 parents or adults to help run activities and provide feedback to

ensure a 1:2 adult to child ratio. You are welcome to help every session, but we will be SCHEDULING every

family at least once. If you can’t make your scheduled time, please arrange a replacement. It is NOT

necessary to be knowledgeable about Softball. All you need is a SMILE and ENTHUSIASM.

Softball is an ACTIVE game, played in the dirt, where players are likely to get dirty. Please ensure your

child is wearing OLD pants and T-Shirts to each session. Players should also bring their own WATER

BOTTLE with them.

Here’s to a FUN and POSITIVE season!

3 notes to coaches


NOTES:

25

section 4

INTRODUCTION

This section contains lesson plans that are designed to make it easy for coaches who have little or no

experience coaching children to run an exciting and effective Softball program for young children. Even

experienced coaches will appreciate these well thought out lesson plans and incorporate many of the

drills into their practice plans.

A set of 18 lesson plans has been designed to assist you in running a bi-weekly 9 week program. The plans

have been designed as a resource. You can use the plans verbatim or as a rough guide. They are adaptable

to your skills as a coach and the abilities of your athletes. The extent to which you choose to use the plans

will depend on your softball coaching experience and your level of comfort in teaching children.

You have been given 18 lesson plans, but you will realize that some activities may work better than

others. We encourage you to be creative – combine some of the plans, create your own name for

activities or create your own plan based on the activities that you feel are most effective. Even have the

players choose the activity as it’s all about their enjoyment.

All lesson plans do require some advance preparation. The following check list will prepare you to run a

successful session:

·

Review the upcoming Lesson Plan prior to the session.

·

Become comfortable with how to set up and run each activity (visualize).

·

Review the skills of the session.

·

Consult the Softball Skills section to review how to teach the skill.

·

Review the Notes to Coaches section of the manual.

·

Practice the skill at home (in front of a mirror) to be sure you are comfortable teaching it.

·

Check to ensure that you have all the necessary equipment for the activities in the upcoming

lesson plan.

·

Arrive at the diamond 15 minutes early to ensure the field is safe and discuss the role each

coach or adult helper will play during the session. You may also want to use this time to

orientate adult helpers (parents/older siblings).

DURING THE SEASON

There will be two (2) teams on the diamond at once (evenly divide your total number of players by two).

One team is placed in the outfield and the other team is placed in the infield. Each team will perform the

warm-up activity separately for 5 minutes. Then each team will perform the listed activities for the

designated time in their designated areas. The two (2) teams will then switch positions (infield group

moves to outfield and vice versa) and performs the activities listed for that area. The teams will then

play a scrimmage game for 1 hour.

LESSON PLANS

26

lesson plans4

WARM UP GAMES LESSON PAGE

Behind Enemy Lines 14 55

Blob Tag 1 27

Bronco Tag 6,17 38,62

Defend 16 59

Dumping Ground 8 42

Gotcha 18 65

Grab the Bacon 12 50

Fitness Challenge 10 46

Hook on Tag 4 34

Pip, Squeak and Wilbur 11 48

Poison Ball 7 40

Reaction 3 32

Rotten Eggs 9 44

Shark in the Tank 2 30

Take it Back 5 36

Up-N-At-Em 15 57

THROWING/CATCHING GAMES LESSON PAGE

Around the Horn 5,15 37,58

Ball of Fire 2 30

Battle Ball 12 50

Beat the Ball 5 37

Boom-A-Rang 10 46

Bull’s Eye 11 48

Change of Direction 9 45

Getting to Know You 1 27

Goal Ball 3 32

Hot Potato 4,17 35,63

Hot Stuff 14 55

Jack Rabbit 14 56

Lead Me 4 35

Leonardo 18 65

Partner Throws 15 58

Planet Pass 8 43

Sky Ball 3 33

Spell Your Name 7 41

Super Scooper 6 38

LIST OF ACTIVITIES

Sure Hand Luke 13 52

Throw-Em-Out 16 59

Triple Ripple 17 63

HITTING GAMES LESSON PAGE

Home Run Derby 5 36

Hitting Stations 7,9,17 40,44,62

Monster Bash 1 28

Pepper 13 53

Queen/King 15 57

Slugger 2 31

Smoke ‘Em 11 49

BASERUNNING GAMES LESSON PAGE

Beat Lizzie 12 51

Beep Beep 13 52

Cut the Corner 8 42

Hot Box 16 60

Jam and Dive 6 39

Kill the Mosquito 4 34

Slip-N-Slide 10 47

LEAD UP GAMES LESSON PAGE

Berserk extra 69

Blastball extra 72

Bucket Ball extra 74

Crazy Ball extra 71

Dizzy Izzy extra 70

Double Play Excitement extra 68

Far Base extra 74

Field 3 extra 67

500 extra 67

Freeze the Runner extra 68

Help extra 71

Minnie Ball extra 75

Road Runner extra 75

Scrub extra 76

Semi Circle Softball extra 77

Skip Ball extra 70

Ten Minute Softball extra 77

Twenty one extra 72

Whack-O extra 69

27

section 4

LESSON 1 1WARM UP

BLOB TAG (5 min)

SKILLS running, dodging, agility, co-operation

ORGANIZATION mark out boundaries of playing area desired. One player is chosen to be the

chaser (beginning Blob) and the rest scatter.

ACTIVITY ◗ on “Go” the Blob chases, trying to tag others

◗ tagged players join hands with Blob

◗ when Blob becomes 3 only the outside players can tag

◗ when Blob becomes 4 split to make 2 Mini-Blobs

ARM CIRCLES AND HIP THRUSTS (5 min)

SKILLS arm/hip action of windmill pitch

ACTIVITY ◗ review co-ordination drill from skill section – no ball (p. 99)

◗ teach windmill arm action and hip action – no ball (p. 101)

TEAM IN THE INFIELD

GETTING TO KNOW YOU (5 min)

SKILLS catching, throwing, getting to know teammates

EQUIPMENT 1 ball for every 4 players

ORGANIZATION 3 groups of 4, with each group positioned in a square formation. Distance

apart will be according to ability.

ACTIVITY ◗ as players throw the ball to a teammate in their square, they call out

their own name

◗ on second or third round, they call their own name and the name of the

player who is to receive the ball

◗ change 2 people in groups at a time, so they get to know players in

other groups as well

28

lesson plans4

THROWING/CATCHING

THROWING PROGRESSIONS (5 min)

SKILLS throwing, catching, co-operation


ORGANIZATION Players line up across from a partner an appropriate distance apart with

one adult assigned to every pair.

ACTIVITY ◗ coach teaches progressions for learning proper throwing mechanics

(keep it short) as outlined in skills section (p. 88)

◗ players start with no ball then progress to throwing a ball to partner

◗ this activity can be made FUN by seeing how many throws they can

catch consecutively or out of 10, or only moving 1 foot, or moving

no feet

TEAM IN OUTFIELD

HITTING PROGRESSIONS -

STRIDE AND HIP ACTION (5 min)

SKILLS stride and hip action of a good compact swing

EQUIPMENT 1 bat per player

ACTIVITY ◗ teach stride and hip action as in skills section (p. 93)

◗ focus only on these 2 actions, as they are critical to a good swing.

They will be unable to handle too much information at once

MONSTER BASH - HITTING (5 min)

SKILLS emphasis on stride and hip rotation

EQUIPMENT 6 “shoelace sticks”, 6 bases, 1 bat for every player (minimum 1 bat for

every 2 players)

ORGANIZATION 1 adult for every 2 players. Each group will find a safe area to place their

base and swing.

ACTIVITY ◗ the adult will hold the end of the shoelace (pretend it is a monster or

something else appropriate) IN FRONT of the base at various heights

29

section 4

◗ alternate players every 5-10 swings. Other player can be taking

practice swings

◗ the reason for the base is so that players learn to position themselves

properly at the base. The person holding the stick must position it IN

FRONT of the base at the proper contact point. If positioned over the

top of the base, the player will develop a slow sweeping swing.

SCRIMMAGE

MODIFIED SOFTBALL GAME (1 hour)

◗ see scrimmage modifications (p. 14)

30

lesson plans4

LESSON 2 2WARM UP

SHARK IN THE TANK (5 min)

SKILLS running, dodging, body awareness, co-operation, agility

ORGANIZATION 2 or 3 players are the “Sharks”, the rest are the “Fish”. Mark off a

playing area to be the “tank”.

ACTIVITY ◗ fish must stay in the tank

◗ 3 “Sharks” are timed to see how long it takes them to catch all the

fish. When they do, choose 3 new “Sharks”

GRIP AND STATIC PITCHING (5 min)

SKILLS proper grip on the ball, release point on side of leg

ACTIVITY ◗ review proper grip on ball (p. 102)

◗ review arm circle and hip thrust from previous lesson (p. 101)

◗ teach and practice static pitching drill without ball (skills section p. 102)

TEAM IN INFIELD

BALL OF FIRE (10 min)

SKILLS catching, touching base, throwing

EQUIPMENT 4 bases

ORGANIZATION 2 groups of 6. Place bases a distance apart according to ability (30' - 60').

Players line up in columns behind a base - 3 behind each base.

ACTIVITY ◗ player receiving the ball steps in front of the base to receive the ball,

catches it, tags the base with one foot, then throws the ball to the

opposite base, then goes to end of line

◗ process is repeated until each player has desired repetitions

31

section 4

VARIATION ◗ a progression would be to have the players straddle the base instead

and pretend to put a tag on a runner.

TEAM IN OUTFIELD

SLUGGER (10 min)

SKILLS hitting, fielding

EQUIPMENT 4 bats, 4 balls, 4 carpet Home plates

ORGANIZATION 4 groups of 3, with an adult with each group.

ACTIVITY ◗ adult pitches to the 3 players in their group

◗ batters hit the ball out to 2 fielders

◗ fielders get 2 points for a fly ball and 1 point for a grounder

◗ emphasize stride and hip action in the batter’s swing

SCRIMMAGE



32

lesson plans4

3 3LESSON

WARM UP

REACTION (5 min)

SKILLS agility, quickness, running

ORGANIZATION mark out 2 lines 50' - 60' apart

ACTIVITY ◗ players start on the line. On “Go”, they react and run to the other line

VARIATION ◗ vary the body positions at the start (i.e. all 4’s, facing opposite

direction, butt on ground, head touching ground, prone, supine, feet in

opposite direction)

STATIC PITCHING AND HIP PITCHING (10 min)

SKILLS release point on side of leg and wrist snap of ball off side of leg from

stride position

ACTIVITY ◗ review static pitching drill with ball (in skills section p.102)

◗ teach and practice hip pitching drill without ball (in skills section p.103)

TEAM IN INFIELD

GOAL BALL (7 min)

SKILLS proper use of glove and fielding grounders

EQUIPMENT 1 ball for every 2 players, markers

ORGANIZATION mark off a “goal” area for each player opposite a partner. The distance

depends on skill level (up to 10' wide).

ACTIVITY ◗ teach proper technique for picking up ground balls

◗ each player tries to score a goal by throwing a grounder by their

partner through the marked goal posts

◗ score a point for each goal

◗ switch partners occasionally

33

section 4

TEAM IN OUTFIELD

SKY BALL (7 min)

SKILLS proper use of glove and positioning when catching fly balls

EQUIPMENT 1 ball and glove for each player

ORGANIZATION 1 adult for every 2 players

ACTIVITY ◗ coach will demonstrate progressions as in skills section (p. 89)

◗ players will then practice catching high tosses from an adult

Self-competition can be included by:

1) Seeing if they can catch a higher one each time.

2) How many consecutive catches can they make?

3) How far can they move to get underneath to make the catch?

SCRIMMAGE



34

lesson plans4

LESSON 4 4

XXX

XXX

XXX

XXX

marker

WARM UP

HOOK ON TAG (5 min)

SKILLS quickness, running, dodging, fair play

ORGANIZATION mark out playing area. 1 player selected to be the runner. 1 player selected

to be the chaser. All others find a partner, link elbows and find a space.

ACTIVITY ◗ on “GO”everyone runs, with the chaser trying to tag the runner

◗ if the runner links elbows with a pair, then the outside member of that

pair becomes the runner

◗ if the chaser tags the runner they exchange roles. Change chaser

periodically if the runner is not caught

TEAM IN INFIELD

HIP - STRIDE ACTION (5 min)

SKILLS wrist snap off side of leg from stride position, taking stride

ACTIVITY ◗ practice static pitching drill – with ball (p. 102)

◗ practice hip pitching with ball (from skills section p. 103)

◗ teach stride action without BALL (from skills section p. 104)

KILL THE MOSQUITO (7 min)

SKILLS rounding 1B

EQUIPMENT 4 bases

ORGANIZATION put bases down in proper locations on diamond, with 3 players at each one.

Pretend there is a mosquito on the INSIDE corner of each base.

ACTIVITY ◗ one player at each base takes a swing at an imaginary ball, drops the

bat, runs as fast as possible to the next base, stepping on the

“Mosquito” as they round it

35

section 4

◗ they then wait their turn at the base they just rounded

◗ remind players it will be easier to step on the “Mosquito” if they run a

little to the outside of the base line as they approach the base. It

would be helpful to put some markers down for them to go around as

shown in the diagram

TEAM IN OUTFIELD

LEAD ME (7 min)

SKILLS catching and throwing while moving


ORGANIZATION partners stand, parallel, facing same direction approximately 20’ apart.

Next set of partners is ready to go as soon as 1st set is out of the way. 2

lines can be going at once.

ACTIVITY ◗ partners lead each other with a throw so they both have to be moving

while throwing and catching

HOT POTATO (5 min)

SKILLS relaying ball from one player to another, catching, throwing


ORGANIZATION 4 teams of 3 lined up as shown.

ACTIVITY ◗ in groups of 3, the ball is relayed from 1 to 2 to 3 and back.

◗ go slowly at first to concentrate on proper turn in center

◗ rotate players in all 3 positions, so each gets experience as a relay

player in the center.

◗ in relay position, emphasize making a quick turn (in skills section p. 98)

◗ it can be made into a relay competition if skill level is high enough

SCRIMMAGE



36

lesson plans4

5 5LESSONWARM UP

TAKE IT BACK (5 min)

SKILLS agility, quickness, teamwork

EQUIPMENT 20-25 balls and/or other small objects, 4 markers

ORGANIZATION 4 teams of 3. One team at each of the 4 markers, which are placed in a

diamond formation (bases could be used instead of markers). Objects are

placed in center where pitcher’s location would be.

ACTIVITY ◗ on “GO”, one player at a time from each team runs out and picks up 1

of the objects and returns

◗ after tagging the returning player’s hand, the next player leaves

◗ play continues until all objects are gone

◗ the team with the most objects wins

TEAM IN INFIELD






HOME RUN DERBY (10 min)

SKILLS hitting

EQUIPMENT 4 bats, 4 balls

ORGANIZATION 4 groups of 3. Each group has a batter, 2 retrievers, at least 1 adult

leader. Mark off a designated “home run” distance according to skill level

of group. Try to make the skill level of each group as even as possible.

ACTIVITY ◗ one player in each group bats (off a T, adult pitch or soft toss)

◗ score 1 point every time the ball is hit over designated home run line

◗ any other hit is counted as an out

◗ rotate after 3 outs or 5 home runs (whichever comes first)

37

section 4

TEAM IN OUTFIELD

BEAT THE BALL (5 min)

SKILLS running, throwing, catching

EQUIPMENT 2 balls

ORGANIZATION 2 games are going on at the same time. 6 players are involved in each

game. 5 players form a circle large enough for them to be able to throw

the ball around to each other. The 6th player is a runner starting beside

the player with the ball

ACTIVITY ◗ on “Go” the ball is thrown around the circle, while the runner races

around the outside trying to beat the ball back to the start

◗ give one point to the runner for every player she passes before the ball

gets back to the start point (max. 5 points)

AROUND THE HORN (5 min)

SKILLS throwing, catching

EQUIPMENT 2 balls, 8 bases, 2 helmets

ORGANIZATION bases are set up to make 2 diamonds. One diamond is on the inside of the

other diamond. Form 2 teams of 6 with 1 team on each diamond. The

throwing team will use the inside diamond. The running team will use the

outside diamond. The throwing team will set up players in all the infield

positions except pitcher. One runner starts at Home Plate.

ACTIVITY ◗ objective is for the runner to run around the bases before the ball can

be thrown “Around the Horn” (C to SS, SS to 1B, 1B to 3B, 3B to 2B

and 2B back to C)

◗ if the runner wins the race, a point is given to the runner

◗ if the competition is not close, increase the number of times the ball goes

“Around the Horn” or count the total bases touched by the runners.

Rotate the throwing players so each throws from all positions.

SCRIMMAGE



38

lesson plans4

6 6LESSON

WARM UP

BRONCO TAG (5 min)


ORGANIZATION 1 player is the “Outlaw” and another is the “Ranch Hand” while the rest

of the players are “Partners”. One “Partner” stands behind the other

“Partner” holding onto the front “Partner’s” waist with their hands. The

two “Partners” form a pair of wild Broncos.

ACTIVITY ◗ the “Outlaw” tries to tag the “Ranch Hand”

◗ if the “Ranch Hand” can grab hold of the waist of one of the back

“Broncos”, they are safe and can’t be tagged by the “Outlaw”

◗ the player who is on the front of that threesome now becomes the

“Ranch Hand” and must run and be chased by the “Outlaw”

◗ if the “Outlaw” tags the “Ranch Hand”, the players switch roles

◗ the more the “Broncos” try to avoid the “Ranch Hand” linking on, the

more action is involved

TEAM IN INFIELD






SUPER SCOOPER (7 min)

SKILLS fielding ground balls, throwing

EQUIPMENT 3 balls

ORGANIZATION 3 teams of 4 in shuttle relay formation

39

section 4

ACTIVITY ◗ 1st player in each line throws a grounder to teammate on other side

then goes to the end of the opposite line

◗ player receiving it throws a grounder to the next player and follows throw

to end of that line and so on until they get back to their original positions

TEAM IN OUTFIELD

JAM AND DIVE (7 min)

SKILLS rounding base and jamming to stop, diving back to base

EQUIPMENT 4 bases

ORGANIZATION 4 groups of 3 with 3 at each base. Bases set up in diamond formation.

ACTIVITY ◗ each player takes a full swing at an imaginary ball and runs to the

next base. Be sure the player uses proper rounding and jamming

technique (in skills section p.95) then dives back to their base (in skills

section p.96)

SCRIMMAGE



40

lesson plans4

7 7LESSON

WARM UP

POISON BALL (5 min)

SKILLS throwing accuracy, catching, quickness, running

EQUIPMENT 1 ball for every group of 6 (no gloves are required)

ORGANIZATION 2 groups of 6. 2 games going on at the same time. 4 players form a circle

with the other 2 players outside the circle without a ball.

ACTIVITY ◗ one of the 4 players in the circle has the ball

◗ the ball is thrown from player to player or across to one another

◗ the 2 players on the outside try to tag one of the 4 players while they

have the ball

◗ when the outside player is successful they change places

◗ if the ball is dropped the player who dropped it becomes the tagger and

the tagger who has been out the longest takes their place in the circle

VARIATION ◗ if tags are made too easily use only 1 player as a tagger

TEAM IN INFIELD

HITTING STATIONS (12 min)

SKILLS proper grip on bat, stride and hip rotation

EQUIPMENT 1 bat per player, 3 T’s, 3 whiffle balls on a rope, 6 carpet Home plates

ORGANIZATION 1 adult in charge of every 2 players. 3 T stations and 3 whiffle ball

stations, with 2 players at each station. Set T’s up IN FRONT of

Home plates.

ACTIVITY ◗ 6 players will practice hitting off a T

◗ 6 players practice hitting off a hanging whiffle ball which an adult can

hold in FRONT of a Home plate

◗ the partner awaiting their turn can be taking practice swings

◗ groups switch when total time allotted to the hitting stations is half over.

That will give each player an equal amount of time at both activities.

NOTE: Make sure proper batting technique is used especially hip rotation, swinging

through the ball and finishing with bat in middle of back.

41

section 4

TEAM IN OUTFIELD

SPELL YOUR NAME (12 min)



ORGANIZATION partners should be selected by ability and spaced accordingly.

ACTIVITY ◗ partners throw the ball back and forth overhand

◗ they get a letter in their name every time they make a catch

◗ when they complete their name, they move back 2 giant steps

◗ continue the process to time limit or success rate gets low

Note: Adult may have to be the thrower if skill level is not advanced enough.

VARIATION ◗ this drill can be modified to give the points to the thrower for

throwing accuracy

◗ it can be made increasingly more challenging by making the target

more difficult (i.e. only get a letter if the partner can catch it only

moving 1 foot or not moving at all).

SCRIMMAGE



42

lesson plans4

8 8LESSON

WARM UP

DUMPING GROUND (5 min)

SKILLS running, agility, co-operation

EQUIPMENT 1 ball for each player

ORGANIZATION 4 teams of 3 located at each of the 4 bases. Each team will have 3 balls on

the ground. Stipulate a time for the game (i.e. 2 -3 minutes).

ACTIVITY ◗ on “Go”, each player runs with a ball and puts it in the other teams’

corner. They can also pick up a ball while there and put it in another

teams’ corner

◗ objective is to have the least number of balls in your team’s corner

when time is up

◗ players can remove balls from their corner and place them in the other

teams’ corner

◗ each player can only move 1 ball at a time






TEAM IN INFIELD

CUT THE CORNER (7 min)

SKILLS rounding the bases, throwing, catching

EQUIPMENT 3 balls, 3 helmets, 6 bases

ORGANIZATION 3 groups of 4. Set up each of the groups as shown

43

section 4

ACTIVITY ◗ runner runs from Home around 1B and on to 2B

◗ AFTER the runner touches 1B, A throws to B who throws to C to try to

get the ball to 2B before the runner gets there

◗ rotate players after each run

TEAM IN OUTFIELD

PLANET PASS (7 min)

SKILLS catching, throwing, quick feet

EQUIPMENT 1 ball, 4 bases, stopwatch

ORGANIZATION 3 teams of 4. 1 player from each team at each base. The 4 bases are in

diamond formation. Set the distance between the bases according to

ability of players.

ACTIVITY ◗ the ball starts at one base. On “Go”, that team throws the ball around

to their teammate at each base and back to where they started

◗ the coach times them to see how long it takes to complete

◗ each team of 4 will get a turn in succession

◗ competition is between teams or each team can try to improve their

last score

VARIATION ◗ throw in the other direction or see how many bases they can throw to

in a set time (i.e. 20 sec.)

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9 9LESSON

WARM UP

ROTTEN EGGS (5 min)

SKILLS running, catching

EQUIPMENT 2 balls

ORGANIZATION make 2 groups of 6 with 1 player or coach from each group standing in the

middle with a ball while the other 5 form a circle around that player or

coach.

ACTIVITY ◗ the player in the middle throws the ball high in the air and calls out

the name of a player

◗ the player who is called runs into the circle to catch or retrieve the ball

while the rest of the players scatter

◗ when the player gets the ball and calls “Stop”, all the players must

stand still

◗ the ball is then thrown to the one FARTHEST away

◗ repeat the process as time allows

TEAM IN INFIELD


SKILLS hitting off a T, hitting off soft toss, emphasis on stride and hip rotation

EQUIPMENT 4T’s, 12 balls, 12 bats, 5 whiffle balls on a rope (shoelace sticks), 12 carpet

home plates or bases

ORGANIZATION there will be 3 different stations set up for 4 players to perform the same

drill at the same time

◗ Station 1 – 4 soft toss stations

◗ Station 2 – 4 batting T stations

◗ Station 3 – 4 whiffle ball on a rope stations

1 adult at each of the soft toss stations (4), 1 adult at each of the T

stations, and 1 adult at each of the whiffle ball on a rope stations.

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section 4

ACTIVITY ◗ divide time you have left after set up into three so that players get an

equal amount of time at all 3 stations

◗ all four players rotate to a different station when the time is up

◗ emphasize stride and hip rotation

◗ make sure ball is placed IN FRONT of plate. Home plate or bases should

be used for each player so they get the proper feeling of a standing at a

plate to hit.

TEAM IN OUTFIELD

CHANGE OF DIRECTION (12 min)

SKILLS proper footwork for fielding fly balls

EQUIPMENT 6 balls

ORGANIZATION 4 groups of 3. An adult leader is with each group

ACTIVITY ◗ one player at a time faces the adult leader who has a ball ready to throw

◗ the adult holds the ball over their head with their arm extended so the

players can see it and moves their hand alternately left and right

◗ the player moves diagonally backward in the direction (L or R) as

indicated by the adult.

◗ after the player fielding the ball has made 2 or 3 direction changes, the

adult throws a long fly

◗ be sure that the player keeps their chest pointing at the adult and does

not turn their back to the ball when changing directions

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lesson plans4

10 10LESSON

WARM UP

FITNESS CHALLENGE (5 min)

SKILLS developing fitness, determination

ACTIVITY ◗ see how many activities can be completed in 5 minutes:

- 20 jumping jacks - 2 laps of bases - sprint H to 1B

- 20 hops - 10 push ups - 10 sit ups

- duck walk 10' - crab walk 10' - skip H to 1B

COMPLETE PITCH ACTION (10 min)

SKILLS windmill pitching

ACTIVITY ◗ review static pitching drill – with ball (in skills section p.102)

◗ review hip pitching – with ball (in skills section p.103)

◗ practice complete pitch action without a ball (in skills section p.105)

TEAM IN INFIELD

BOOM-A-RANG (7 min)

SKILLS throwing from positions in the infield

EQUIPMENT 2 balls, 8 bases

ORGANIZATION 2 groups of 6. Set up bases to make 2 diamonds with 6 players at each.

5 players in infield position including pitching and catching position

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section 4

ACTIVITY ◗ catcher throws a grounder to each player in succession

◗ they field it, throw to 1st base, who throws it back to C

◗ rotate positions after each sequence so all players get a chance to throw

from each position

◗ score 1 point for each successful throw and catch

◗ see how many points can be scored per sequence (max. 11)

VARIATION throw flies instead of grounders

TEAM IN OUTFIELD

SLIP-N-SLIDE (7 min)

SKILLS bent leg slide

ORGANIZATION players on a line to start. Then 3 groups of 4 with 2 adults per group.

ACTIVITY ◗ teach progressions for sliding as in skills section (p. 97)

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11 11LESSONWARM UP

PIP, SQUEAK AND WILBUR (5 min)

SKILLS baserunning


ORGANIZATION 4 groups of 3, one group at each base. Bases are set up in diamond

formation. Players in each group are named PIP, SQEAK or WILBUR.

4 balls placed at pitchers plate.

ACTIVITY ◗ when the coach calls out name (PIP, SQUEAK, or WILBUR), the player

with that name runs around the bases. When (s)he touches the base

they started at, (s)he runs to the center to pick up a ball and brings it

back to the group

◗ balls are returned to the center for the next person

◗ score a point for the 1st person back to their starting base





◗ practice complete pitch action without a ball (in skills section p.105)

TEAM IN INFIELD

BULL’S EYE (10 min)

SKILLS throwing accuracy, fielding

EQUIPMENT 2 targets, 12 balls

ORGANIZATION 2 groups of 6, each group in a file in front of their target, which is placed

on the backstop.

ACTIVITY ◗ an adult will throw either a fly or a grounder to the 1st person in line,

who fields it and throws at the target

◗ after the throw, the player moves to the back of the line and the next

player takes a turn

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section 4

◗ score 1 point for fielding cleanly and 1 point for hitting the target

◗ competition can be to see which team reaches 10-15 first OR which

team scores the most points in a given time limit

TEAM IN OUTFIELD

SMOKE ‘EM (10 min)

SKILLS hitting, fielding

EQUIPMENT 4 bats, 2-3 balls per group, 4 T’s if hitting off a T

ORGANIZATION 4 groups of 3 with at least one adult per group

ACTIVITY ◗ in each group an adult will pitch to one batter while the other

2 players field

◗ fielding players get 2 points for catching a fly and 1 for a ground ball

◗ offensive players get 3 points for a line drive, 2 points for a long fly

ball or hard grounder, 1 point for pop fly or easy grounder

◗ see who can get 10 points first

◗ rotate batters every 2 min., so that they all get a turn to bat

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lesson plans4

12 12

LESSONWARM UP

GRAB THE BACON (5 min)

SKILLS running, dodging, body awareness, quickness, agility


ORGANIZATION partners each start at their own baseline. A ball is placed at the mid-point

between partners.

ACTIVITY ◗ on “GO” from the coach each partner runs out, tries to grab the ball

(bacon) and get back to their baseline without being tagged by their

partner who didn’t get the bacon

◗ change partners frequently





◗ practice complete pitch action with a ball (in skills section p.105)

TEAM IN INFIELD

BATTLE BALL (7 min)

SKILLS fielding ground balls


ORGANIZATION 3 players on each team. Mark two goal lines at a distance apart which is

appropriate for the players’ ability levels. Mark a center line between

between each team’s goal line. Spread the players along their goal line

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section 4

ACTIVITY ◗ one team throws grounders to the another team trying to get it past

their goal line

◗ the ball must bounce at least once before crossing the center line

◗ the player receiving the ball tries to stop it before it crosses the goal line

◗ whoever fields the ball will throw it back to the other team

◗ score 1 point for each ball that crosses the other team’s goal line

◗ if more action is required make teams of 2 instead of 3

TEAM IN OUTFIELD

BEAT LIZZIE (7 min)

SKILLS leaving a base, throwing, catching

EQUIPMENT 8 bases, 4 balls

ORGANIZATION 4 groups of 3 with each group set up as shown.

ACTIVITY ◗ player A and B stand with their foot on their respective base

◗ player B has the ball

◗ “Lizzie”, the runner, starts on a line even with but a safe distance from

the line that player A and B are on

◗ on “Go”, “Lizzie”, the runner, tries to run to the other line before

player B can throw the ball to player A who must then throw it back

to player B

◗ rotate players until they have had a turn at each position

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lesson plans4

13 13

LESSON

WARM UP

BEEP BEEP (5 min)

SKILLS rounding the bases, speed development, conditioning

EQUIPMENT 4 bases

ORGANIZATION put bases down in proper diamond location, with 3 players at each. One

player starts in front of base and extra players stand behind.

ACTIVITY ◗ on “GO”, the first player in each group runs around all the bases and

returns to tag the next player in line

◗ first team to finish gets the “BEEP BEEP” award

◗ emphasize proper rounding techniques including stepping on the

inside corner

COMPLETE PITCH ACTION - WITH BALL (5 min)


ACTIVITY ◗ review static pitching drill (in skills section p.102)

◗ review hip pitching (in skills section p.103)


TEAM IN INFIELD

SURE HAND LUKE (10 min)

SKILLS quick hands for underhand toss, throw to 1B


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section 4

ORGANIZATION 4 groups of 3 with an adult with each group. Set up groups as shown,

making sure X1 is close enough to X2 that an underhand toss will get the

ball to X2.

ACTIVITY ◗ the leader throws a grounder to X1 who fields it, gets it out of the glove

quickly, and tosses the ball underhand to X2 who throws to X3 at 1B

◗ rotate so every player gets a chance at all 3 positions

◗ points can be scored every time a clean catch is made and if X3 can

catch the ball with their foot on the base

TEAM IN OUTFIELD

PEPPER (10 min)

SKILLS eye/hand co-ordination, teamwork, co-operation

EQUIPMENT 1 bat, 1 whiffle ball and Home plate for every 4 players

ORGANIZATION 3 groups of 4 – 1 batter and 3 fielders in each group

ACTIVITY ◗ the ball is tossed to the batter by whoever has the ball

◗ batter tries to chop it back on the ground

◗ this NOT a complete swing, but a eye/hand co-ordination drill. Batters

should start in a very open stance, with feet in pivot bunt position.

Hands start back at shoulder and bat is gripped in extreme choke

position or with split hands to make it easier to chop the ball down

with bat control (start position as shown)

◗ batter stays at base as long as she hits the ball back on the ground,

within reach of fielders

Adult

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lesson plans4

◗ batter is out if ball is swung at and missed, or hits it over the fielders head

◗ when batter is out fielders rotate

NOTE: This may have to be adjusted to the skill level of the players. eg. Batter gets 3-6 tries

to hit the ball instead of being out if the ball is missed.

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section 4

14 14LESSON

WARM UP

BEHIND ENEMY LINES (5 min)

SKILLS agility, quickness, running, co-operation

EQUIPMENT all available balls and other appropriate objects

ORGANIZATION mark out 2 lines 50’ - 60’ apart. 2 teams of 6 line up behind their own

line. Place balls and other objects in “No Man’s Land” centre area.

ACTIVITY ◗ on “Go” objective is to place as many objects as possible over the

OTHER TEAM’S line

◗ only one object at a time can be taken

◗ objects must be placed, not thrown, across the line

◗ if all the objects are gone from “No Man’s Land” they may be taken

from own end and placed in opposite end

◗ when time is called the team with the LEAST NUMBER of objects in

their end wins

COMPLETE PITCH ACTION - WITH BALL (10 min)





TEAM IN INFIELD

HOT STUFF (7 min)

SKILLS throwing, charging ground balls, quick feet

EQUIPMENT 3 balls

ORGANIZATION 3 teams of 4 in shuttle relay position.

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lesson plans4

ACTIVITY ◗ X1 throws a grounder to X3 then goes to end of opposite line behind X4

◗ X3 moves forward and fields the grounder then turns and throws to X4

◗ X3 then goes to end of opposite line

◗ X4 catches the ball and throws a grounder to X2 who repeats the sequence

◗ X4 then goes to end of opposite line

◗ player movement is always to follow throw

TEAM IN OUTFIELD

JACK RABBIT (7 min)

SKILLS running, throwing, catching


ORGANIZATION Set up 2 sets of bases in diamond formation with one set of bases on the

inside of the other set. Form 2 groups. 4 players will be the “Hunters” and

2 players will be the “Rabbits”. Place 1 “Hunter” on each of the outside

bases. 1 player at a time will be the “Rabbit”. The ball starts with the

“Hunter” at Home plate.

ACTIVITY ◗ the “Rabbit” starts at Home and tries to run around their set of bases

before the “Hunters” can throw the ball around the outside bases and

back to Home

◗ score a point for the “Rabbits” if s/he makes it home before the

ball reaches Home. Score 1 point for the “Hunters” if the ball gets

there first

◗ rotate “Hunters” around the bases so all “Hunters” get a chance at

every base

◗ alternate the “Rabbits” on each throw around the bases by the “Hunters”

◗ once the “Hunters” have thrown from each base, chose 2 new “Rabbits”

◗ make sure all runners are wearing a helmet

Note: If the competition is not close, adjustments can be made by having the ball go

around twice or counting bases touched.

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section 4

15 15

LESSON

WARM UP

UP’N AT ’EM (5 min)

SKILLS quickness, running

ORGANIZATION partners

ACTIVITY ◗ one partner (chaser) stands on the end line with hand out

◗ the other partner (runner) slaps (softly) the outreached hand and runs

in the opposite direction to get safely across the other end line without

being tagged

◗ the partner, whose hand was slapped, tries to catch the runner before

(s)he gets to the safe line






TEAM IN INFIELD

QUEEN/KING (10 min)

SKILLS eye-hand co-ordination, fungo hitting (self toss)

EQUIPMENT 6 bats, 6 balls (whiffle balls can be used if batters can’t control their hits)

ORGANIZATION partners. 1 partner is a batter and the other is a fielder who stands

an appropriate distance from the batter and a safe distance from

other partners.

ACTIVITY ◗ one partner fungo (self toss) hits the ball directly to the other partner

(either grounders or fly balls)

◗ if the batter completes a hit within 3 tries, the batter gets a letter in

“Queen/King”

◗ if the fielder catches the ball cleanly, the field gets a letter in

“Queen/King”

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lesson plans4

◗ which ever one of the partners spells “Queen/King” first is the

DIAMOND QUEEN/KING

◗ switch around the partners so both get a chance to field and fungo hit

TEAM IN OUTFIELD

AROUND THE HORN (5 min)



ORGANIZATION bases are set up to make 2 diamonds. One diamond is on the inside of the

other diamond. Form 2 teams of 6 with 1 team on each diamond. The

throwing team will use the inside diamond. The running team will use the

outside diamond. The throwing team will set up players in all the infield

positions except pitcher. One runner starts at Home Plate.

ACTIVITY ◗ objective is for the runner to run around the bases before the ball can

be thrown “Around the Horn” (C to SS, SS to 1B, 1B to 3B, 3B to 2B

and 2B back to C)

◗ if the runner wins the race, a point is given to the runner

◗ if the competition is not close, increase the number of times the ball

goes “Around the Horn” or count the total bases touched by the

runners. Rotate the throwing players so each throws from all positions

PARTNER THROWS (5 min)



ORGANIZATION partners stand opposite each other at a distance commensurate with ability

ACTIVITY ◗ partners throw ball back and forth

◗ various goals can be set (i.e. how many consecutive throws and catches

without a miss; how many throws in specified time (30 sec.); throw

high balls; grounders; side to side; etc).

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section 4

LESSON 16 16WARM UP

DEFEND (5 min)

SKILLS agility, quickness, running, teamwork

EQUIPMENT balls

ORGANIZATION mark out a “safe” area at both ends of the playing area and an area to be

defended in between them. Place balls in the area to be defended (wall).

Select 3-4 players to defend the “wall”. Rest of the players are scattered in

the playing area.

ACTIVITY ◗ “defenders” try to keep the others from grabbing a ball and getting it

back to a “safe” area without being tagged

◗ if caught, they become a defender

◗ game ends when all balls are in safe area OR all players are caught and

are defenders






TEAM IN INFIELD

THROW-EM-OUT (7 min)

SKILLS fielding ground balls, throwing, catching at 1B

EQUIPMENT 1 ball for every 3 players, 4 bases

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ORGANIZATION 4 groups of 3. Set up in triangular formation with one player at a base.

ACTIVITY ◗ X1 throws a grounder to X2 who fields the ball and throws to X3 who

is playing 1B

◗ X3 is practicing how to catch the ball with 1 foot on the base

◗ give players 5 tries then rotate

◗ set goals for each group (i.e. Team goal: how many out of 15 (5 each)

can be fielded and thrown accurately. Individual goal: each player keeps

track of how many grounders are picked up cleanly and/or thrown

accurately. Player on the base (X3) can keep track of how many they

caught correctly)

TEAM IN OUTFIELD

HOT BOX (7 min)

SKILLS agility, stopping and starting, run-down skills

EQUIPMENT 4 bases, 4 helmets, 4 balls

ORGANIZATION 4 groups of 3. 2 defensive players (DP) and 1 runner (R) wearing a helmet.

Defensive players stand 3'-4' in front of bases.

This formation or This formation

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section 4

ACTIVITY ◗ defensive player has a ball and tries to tag runner with ball

◗ runner tries to avoid being tagged by running away from whatever

defensive player (DP) has the ball

◗ DP’s throw the ball to their partner ahead of runner who again tries to

avoid a tag

◗ the runner will switch with the person who tagged them

◗ if a DP doesn’t make a tag after 3 or 4 switches have occurred, let

them be the runner

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17 17LESSON

WARM UP

BRONCO TAG (5 min)


ORGANIZATION 1 player is the “Outlaw” and another is the “Ranch Hand” while the rest

of the players are “Partners”. One “Partner” stands behind the other

“Partner” holding onto the front “Partner’s” waist with their hands. The

two “Partners” form a pair of wild Broncos.

ACTIVITY ◗ the “Outlaw” tries to tag the “Ranch Hand”

◗ if the “Ranch Hand” can grab hold of the waist of one of the back

“Broncos”, they are safe and can’t be tagged by the “Outlaw”

◗ the player who is on the front of that threesome now becomes the

“Ranch Hand” and must run and be chased by the “Outlaw”

◗ if the “Outlaw” tags the “Ranch Hand”, the players switch roles

◗ the more the “Broncos” try to avoid the “Ranch Hand” linking on, the

more action is involved

TEAM IN INFIELD


SKILLS learning to hit off self toss (fungo) and soft toss, hitting technique,

hand-eye co-ordination

EQUIPMENT 4 T’s, 12 balls, 12 bats, carpet Home plates or bases

ORGANIZATION 4 fungo stations, 4 T stations, 4 soft toss stations. 1 adult at each of the

soft toss stations (4), 1 adult at the T stations, and 1 adult at the fungo

stations. 4 players will be fungo hitting into the screen. 4 players will be

hitting into the screen off adult soft tosses. 4 will be hitting into the

screen off T’s.

ACTIVITY ◗ divide time you have available into 3 so players get an equal time at

all 3 activities

◗ all 4 players rotate to a different station when the time is up

◗ emphasize stride and hip action

◗ make sure the player stands appropriately to simulate hitting the ball IN

FRONT of the plate. Home plates should be used for each player

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section 4

TEAM IN OUTFIELD

TRIPLE RIPPLE (7 min)

SKILLS catching, throwing, relaying ball to a teammate


ORGANIZATION 4 groups of 3. Each group is at a separate station. 3 players line up on

start line (distance apart set according to ability). Place markers down

approximately every 20' to indicate next line.

START FINISH

ACTIVITY ◗ 3 players on start line throw the ball back and forth (X1 throws to X2

who throws to X3 who throws back to X2 who throws to X1).

◗ when the ball is returned to starting player (X1), they move to the

next line and repeat

◗ teams of 3 move back and forth from start to finish and back again

◗ score a point every time one of the end lines is reached

◗ see how many points can be scored in set time limit

VARIATION ◗ to make it more difficult, the players must return to start line if the

ball is dropped

◗ to make it more competitive, have 2 teams of 3 at each station.

Start one team after the other. See which team can get to the end and

back first.

HOT POTATO (5 min)

SKILLS relaying ball from one player to another, catching, throwing


ORGANIZATION 4 teams of 3 lined up as shown.

LINE 1 LINE 2 LINE 3

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lesson plans4

ACTIVITY ◗ in groups of 3, the ball is relayed from 1 to 2 to 3 and back.

◗ go slowly at first to concentrate on proper turn in center

◗ rotate players in all 3 positions, so each gets experience as a relay

player in the center.

◗ in relay position, emphasize making a quick turn (in skills section p. 98)

◗ it can be made into a relay competition if skill level is high enough

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section 4

18 18

LESSONWARM UP

GOTCHA (5 min)

SKILLS baserunning, determination, conditioning

EQUIPMENT 4 bases

ORGANIZATION 4 groups of 3 with 3 players at each base. Set up bases in diamond

formation approximately 20'-30' apart.

ACTIVITY ◗ on “Go”, 1 player from each base starts running around the bases

◗ the objective is to run past the player ahead of you

◗ score 1 point for their group for every player they pass

◗ run for a set period of time (i.e. 15 -30 seconds)






TEAM IN INFIELD

LEONARDO (7 min)

SKILLS grounders, throwing


ORGANIZATION adult helper for every 2 players, standing an appropriate distance

from players.

ACTIVITY ◗ coach throws grounders to each player (one at a time)

◗ every time a ball is picked up cleanly and thrown back accurately the

pair gets a letter in “LEONARDO” (or any word they wish to spell)

◗ partners can compete against each other OR other teams

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lesson plans4

TEAM IN OUTFIELD

(7 min)

Allow the players to choose their favorite baserunning game.

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section 5

67PARMALAT LEARN TO PLAY

INTRODUCTION

The Lead-Up games in this section were created to give the children an opportunity to use the skills they

have learned in the lesson plans in a FUN environment. The Lead-Up games allow young children to

experience success in low competitive situations. The skills needed to be successful in a game of Softball

are very complex and take time to learn. The Lead-Up games simulate the real game and allow the

children the opportunity to develop a base of skills necessary to successfully play the game. It will take

time for the children to develop enough of a skill base to play the game of Softball successfully.

Note: There are additional activities in the Level 1 and Level 2 “PARMALAT PARMALAT

LEARN TO PLAY” manuals that would also be appropriate for Level 3.

FIELD 3

SKILLS hitting, fielding, catching, throwing

EQUIPMENT 2 bats, 2 balls, 2 sets of catcher’s equipment, 2 helmets, 2 sets of bases

ORGANIZATION 2 teams of 6: 1 batter, 1 catcher, the rest fielders. 2 separate activity

areas set up a safe distance apart. 1 adult pitcher in each area for each

group of 6. Set up bases on diamond.

ACTIVITY ◗ one batter at a time bats off an adult pitcher, with a catcher in

catching equipment

◗ when a fielder has successfully fielded 3 grounders or caught 1 fly ball,

they become the batter

◗ players rotate positions

◗ make sure all players get an opportunity to bat and catch

500


EQUIPMENT 2 bats, 4 balls

ORGANIZATION 2 groups of 6 each with their own activity area. 1 bats, while the other 5

field. The other group does the same.

ACTIVITY ◗ batter will bat off a T or adult pitcher

◗ each batter gets 10 swings or hits

◗ fielder can get points by fielding the ball

● 100 for caught fly

● 50 for one bouncer

● 25 for a grounder

EXTRA LEAD-UP GAMES

extra lead-up games5

68 PARMALAT LEARN TO PLAY

◗ objective is to reach 500 then that player gets to bat. At this level, the

batter will likely have to be changed prior to anyone getting 500 so

that they all get to bat

FREEZE THE RUNNER

SKILLS throwing, catching, baserunning, co-operation, teamwork

EQUIPMENT 1 ball, 4 bases, 4 helmets, 2 bats

ORGANIZATION 2 teams of 6: 1 team on offence and 1 team on defence.

ACTIVITY ◗ offensive “batter” THROWS the ball into the playing area and runs

around the bases until “FREEZE” is shouted. “FREEZE” may have to be

shouted more than once at this age

◗ ball is fielded, then thrown so EVERY fielder catches the ball. The last

fielder to catch the ball shouts “FREEZE”

◗ score points by counting the number of bases touched. If caught

between bases, the last base touched counts

◗ after everyone has had a turn, switch defence and offence

◗ keep total bases touched for each team

◗ emphasize proper rounding of bases by using markers as in “Kill the

Mosquito” drill

VARIATION ◗ instead of throwing the ball, have the batter either hit off a batting T,

off a soft toss, or off an adult pitcher.

DOUBLE PLAY EXCITEMENT

SKILLS hitting, throwing, fielding

EQUIPMENT bat, batting T, 4 bases

ORGANIZATION 2 groups of 6. 1 team on offence and one team on defence. 6 defensive

players must include a SS, 2B and 1B.

ACTIVITY ◗ each player on the offensive team will hit the ball (off a T, soft toss, or

adult pitch depending on skill level and skills to be practiced)

◗ the player then runs as many bases as possible before the fielding team

executes a double play (i.e. If the ball is hit to the center fielder it

must first be thrown to the SS, who will throw to the 2nd baseman at

2B, who touches 2B, then relays the ball to the 1st baseman at 1B)

◗ when every player on offence has batted, the teams will switch

◗ count points for every base touched

VARIATION ◗ designate 2B initiating the double play instead of the Shortstop.

section 5


WHACK-O

SKILLS hitting, fielding, running, catching

EQUIPMENT 1 bat, 1 whiffle ball or safety ball, 1 Home plate, markers

ORGANIZATION 2 teams of 6: 1 on offence and 1 on defence. Mark off playing area as

shown in diagram. Each defensive team has a catcher and the rest of the

players are fielders.

x x x

ACTIVITY ◗ batter can hit off a T or adult pitch

◗ batter hits and runs to safety area. If possible, the player returns

Home before a fielder retrieves the ball and tags them or hits them

with the ball

◗ if tagged, the batter is out. If they reach Home without being tagged

or hit, the batting team gets a run. If it is not safe to return Home,

they can remain in the safety area

◗ the batter may hit the ball in ANY direction. If the ball is missed 3

times or a hit fly ball is caught, the batter is out. They are also out if

the bat is thrown

◗ as soon as there are 3 in the safety area, the 1st runner there MUST run

Home. Others may run or stay. Runners can run only after the ball is

hit, but not on a caught fly

◗ switch offence and defence after every player has a bat

BERSERK

SKILLS hitting, fielding, catching, throwing, baserunning

EQUIPMENT 1 bat, 1 ball, 1 Home plate, 1 base, helmet, catcher gear

ORGANIZATION 2 teams of 6. A base is placed a distance from Home plate according to

ability (30' - 55'). Players not batting stand safely in dugout area or

outside corner of backstop.

ACTIVITY ◗ one batter at a time bats off a T, or adult pitcher

◗ there is NO out of bounds so the batter will run to 1B as soon as the bat

touches the ball. It is fair no matter where it is hit, even behind the batter



◗ the batter can stay at 1B until the next batter hits if (s)he can’t make

it Home

◗ batters get only 1 swing (remember there are no foul balls)

◗ fielding team plays wherever they think the ball might be hit, except

for the 1st Baseman and Catcher

*Outs can be made: ● by missed swing

● caught fly ball

● force at Home

● being tagged by fielder

◗ all players bat before switching to defence

◗ score points by counting runs at Home

SKIP BALL

SKILLS hitting, fielding, catching, throwing, skipping for quick feet development

EQUIPMENT 1 bat, 1 ball, 1 Home plate, 1 base, helmet, catcher’s equipment

ORGANIZATION 2 teams of 6: one on defence and one on offence. 1st

base placed a distance

from Home according to ability 30' - 55'.

ACTIVITY ◗ one batter at a time bats off a T or adult pitch

◗ after hitting the ball, the batter runs to 1B and SKIPS around it 5

times, then runs Home

◗ the fielding team retrieves the ball and makes 8 throws before either

running or throwing the ball Home

◗ fielding team MUST throw to all 6 players and can’t make consecutive

throws to the same player

◗ runs score if the batter touches Home before the ball gets there

◗ all 6 players bat before switching to defence

Note: The number of throws and skips can be adjusted to make the competition close.

DIZZY IZZY


EQUIPMENT 1 bat, 1 ball

ORGANIZATION 2 teams of 6: one on defence and one on offence

section 5



◗ after hitting the ball, they run around and around their OWN TEAM,

which is lined up a short, but safe distance away

◗ every lap they do around their own team, before the ball gets

back Home, scores 1 run. The count should be loud as the batter

circles teammates

◗ fielding team MUST throw to all 6 players before the ball goes Home,

either by running it or throwing it

◗ when the ball gets Home, “STOP” is yelled. The number of laps around

the team at this point will be the number of runs scored

◗ switch offence and defence when all 6 players have had a turn at bat

CRAZY BALL

SKILLS hitting, fielding, catching, throwing, running

EQUIPMENT 3 bats, 3 balls, 3 bases, 3 Home plates, 3 helmets

ORGANIZATION 3 teams of 4: 1 batter and 3 fielders. There will be 3 separate groups

doing this drill at the same time so they should be spaced a safe distance

from each other. Set up a base 30' - 55' from where the batter is standing.


◗ after hitting, the batter tries to run to the base and back before the

fielders can get the ball to Home

◗ fielders can either retrieve the ball and run and touch Home themselves

or one can retrieve the ball while another runs to Home to receive the throw

HELP

SKILLS hitting, fielding, catching, throwing, baserunning, co-operation

EQUIPMENT 1 bat, 1 ball, 4 bases, helmet

ORGANIZATION 3 teams of 4. 2 teams are on defence and 1 team is on offence. Set up

bases in diamond formation. Defensive players take positions in a location

most likely to catch a hit ball.



ACTIVITY ◗ objective is for the fielding team to HELP the batting team collect 8

runs (which is the equivalent to each batter batting twice). If this

takes too long, then reduce to 4 runs

◗ each batter hits the ball off a T or adult pitcher. If after 3 pitches they

fail to hit, move to another batter. That player rotates to the back and

will receive another turn

◗ fielding teams make every effort to catch the ball because that will

mean they get to bat sooner. Catching the ball HELPS the runners

move.

◗ Runners move around the bases as follows:

● Catch an OUTFIELD FLY - batter gets 3 extra bases

● Catch an INFIELD FLY - batter gets 2 extra bases

● Catch a GROUNDER - batter gets 1 extra base

● BASE HIT - batter gets 1 base

◗ Runs score when a runner reaches Home

TWENTY-ONE


EQUIPMENT 1 bat, 1 ball, 4 bases

ORGANIZATION 2 groups of 6: 1 on defence and 1 on offence. Set up bases in diamond

formation. Defensive team is set up with a player close to each base and

extras at appropriate positions.

ACTIVITY ◗ batters can bat off T or adult pitcher

◗ when the ball is hit, the batter runs around the bases until put out

◗ after fielding the ball, it is thrown to a base IN FRONT of the runner

◗ ball must arrive ahead of the runner for an out

◗ sides change after every player has batted

◗ score 1 point for each base touched

◗ first team to score 21 points wins (or has most points when

time is up)

BLASTBALL

Note: BlastBall is a game with equipment that can be purchased from a retail sporting goods

store. The BlastBase is audible, emitting a loud “HONK” whenever the runner stomps on the

base. The kids love it! Additional BlastBall equipment is also available for purchase.

section 5


For more information contact Home Run Sports at 204.255.7687 (local),

800.565.2025 (toll free), or visit www.homerunsports.com (see their

ad on the back inside cover of this manual).


EQUIPMENT BlastBase, Blast Tee, BlastBall (2-Pac), BlastBat, Cone, Line Marker

ORGANIZATION 2 teams of 6: one team on defence and one team on offence. However, a lower

number of players per team is also acceptable. Like a regular Softball

diamond, place a BlastBase 30-40 feet to the right of the batting T. This

establishes your fair/foul line to the right. To the left of the batting T and

perpendicular to your BlastBase, place a cone also 30-40 feet from the

batting T. This establishes your fair/foul line to the left. Now place a line

marker 10 feet directly in front of the batting T running between the imaginary

first and third base foul lines. This becomes the fair/foul line for play.

ACTIVITY ◗ The defensive players take an infield or outfield position.

◗ The Offensive team hits off the batting T. If a ball is hit inside of that line,

it is foul and should be re-teed for another try. If it goes beyond the line,

either in the air or on a roll it is considered in play and the batter runs to

the BlastBase.

◗ If the batter reaches the BlastBase (the only base used) before the defensive

team either catches the BlastBall in the air (an automatic out) or fields

it and yells “BLAST”, a run is scored. If the ball is caught or fielded

and “BLAST” is yelled before the runner gets to the BlastBase, then the

runner does not score a run.



◗ Everyone on the Offensive teams bats every inning. After every player on

the Offensive team bats, the teams switch (Offensive team becomes

Defensive team and vice versa).

◗ When the ball is fielded by the Defensive team, the player can throw the

ball back to an Adult or another player (depending on skill level) who is

positioned near Home plate (but safely away from the batting T).

VARIATION Add a 2nd

and/or a 3rd

base.

BUCKET BALL

SKILLS throwing, fielding, baserunning, co-operation, teamwork

EQUIPMENT 2 balls, 4 bases, helmet, pail or bag

ORGANIZATION 2 teams of 6: one on offence and one on defence. Defensive team has a

catcher at Home plate with the other players at appropriate locations.

Offensive team has 1 player to THROW from Home plate and others

waiting their turn from a safe distance.

ACTIVITY ◗ offensive “batter” throws out 2 balls in quick succession and runs

around the bases trying to make it Home before the fielding team gets

both balls in pail

◗ if the ball is caught the “batter” is out

◗ fielders may NOT run with the ball. It must be thrown Home. Relay

the ball if necessary

◗ remind players to make sure Catcher is looking. Adult may have to

help at Home

FAR BASE

SKILLS all Softball skills except baserunning

EQUIPMENT 1 bat, 1 ball, 1 base, catcher’s equipment, helmets, Home plate, 1 batting T

ORGANIZATION place a base at least 60 feet straight out from Home plate (i.e. where 2B

would be or further). 2 teams: one team on defence with a catcher and the

other team on offence.

ACTIVITY ◗ the members of the team at bat take turns hitting. A fair ball is any ball hit in

front of Home plate. On a fair hit, the batter runs to the far base. He may

either stay there or return Home immediately. When the next batter hits, the

first runner is not required to leave the far base. As many players as desired

may occupy the far base and may return Home in any order, or all at once

section 5


◗ a runner may be put out only by being tagged with the ball. He need

not go in a straight line, but it is permissible to dodge or run

anywhere in the field to avoid being tagged. A batter is out on 2

strikes, or if a ball is caught. Three balls (if pitched) or 3 misses off

the batting T permit the batter to advance to the far base

◗ each side bats until all players have had a turn at bat, then the other

team bats. Play may go on for as many innings as the Coach wishes

PROGRESSIONS ◗ hit off a batting T

◗ Coach soft toss (Coach to the side of the hitter but infront of them)

◗ Coach pitch

MINNIE BALL

Note: Similar to “10 Minute Softball”

SKILLS all softball skills

EQUIPMENT bats, balls, catcher’s equipment, 4 bases

ORGANIZATION divide players into 3 teams of 4.

ACTIVITY ◗ 1 team at a time will be on offence, while the other 2 are on defence

◗ each team will bat for 7 min. regardless of whether they have 3 outs

(time saver)

◗ can use adult pitch or off a T. If T is used make sure it is set up IN

FRONT of the plate

◗ Team 1 on offence – Teams 2 and 3 on defence



ROADRUNNER

SKILLS hitting off a T, throwing, catching, baserunning, co-operation, teamwork

EQUIPMENT 1 ball, 4 bases, helmet, batting T

ORGANIZATION 2 teams of 6: 1 on offence (Roadrunners) and 1 on defence (Coyotes).

Coyotes have a catcher at Home plate and the others at appropriate

locations. Roadrunners have 1 player to hit the ball off a T from Home

plate and others waiting their turn from a safe distance.



ACTIVITY ◗ the Roadrunner hits the ball off the T at Home plate and runs around

the bases trying to make it Home before the Coyotes get the ball back

to the catcher at Home plate

◗ if the ball is caught, the “batter” is out

◗ fielders may NOT run with the ball – it must be thrown home

◗ the adult may have to help at Home

◗ count how many bases each Coyote touches before the ball gets Hom

SCRUB

SKILLS all softball skills

EQUIPMENT bats, balls, catcher’s equipment, 4 bases

ORGANIZATION 12 players –9 on the field –3 batting. Each position is numbered as

shown:

ACTIVITY ◗ one batter at a time bats off an adult pitcher, with a catcher in

catching equipment

◗ use regular softball rules with the following modifications:

● when a batter is put out, all players rotate one position with B

(#1) going to RF (#12), RF to CF (#11), CF to LF (#10), LF to

SS (#9), SS to 3B (#8), 3B to 2B (#7), 2B to 1B (#6), 1B to

P (#5), P to C (#4), C to on deck (#3), on deck (#3) to on

deck (#2), on deck (#2) to B

● if after the 3rd batter hits, the other 2 players are still on base,

then the lead runner comes home but no run scores.

● NO WALKS are given (3 - 6 strikes depending on skill level)

● if hitting skill level is very low, allow a maximum of 6 balls

pitched, then have player go to 1B anyway (as long as 3 balls were

swung at)

● if a fielder catches a fly ball, they exchange with the batter

● maximum 2 times at bat, if not put out, then rotate anyway

section 5


SEMI-CIRCLE SOFTBALL

SKILLS throwing, catching, co-operation, teamwork

EQUIPMENT 1 ball, 4 bases, markers

ORGANIZATION 2 teams of 6: 1 team on defence and 1 team on offence.

ACTIVITY ◗ place a semi-circle of markers approximately at the edge of the infield

◗ defensive team has 1 player at Home and the rest position themselves

around the infield at approximately same distance. Both markers and

players can be adjusted according to skill level

◗ offensive team tries to throw the ball over or through the markers and

then runs through 1B

◗ player gets 1 point if ball goes through markers or 2 points if ball goes

over markers

◗ no point is awarded if the ball is caught or stopped at the markers

◗ defence throws the ball Home as quickly as possible

◗ change sides after each offensive player throws

TEN MINUTE SOFTBALL

SKILLS hitting, fielding, catching, throwing, running, hustle

EQUIPMENT 1 bat, 1 ball, 4 bases, helmets, catcher equipment

ORGANIZATION 2 teams of 6 - one on defence and 1 on offence. Defensive team has a

catcher, 1B, and players in positions where offence are likely to hit. Set up

bases on the diamond as for a regular game.

ACTIVITY ◗ one batter at a time bats off a T (or adult pitch)

◗ each team will get 10 min. each to score as many runs as possible

◗ players must hustle in order to get in the maximum number of bats

◗ score 1 point for each base touched

◗ fielding team gets an out for caught fly balls or if they put out a

runner on base as in a regular softball game

◗ after 3 outs, bases are cleared, but the team remains at bat till time

is up

Note: Adults should be stationed in the field to help direct the play. Players should be

moved around to give them a chance to play a variety of positions.



NOTES:

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section 6


INTRODUCTION

This section was created to give a list of key points for all the Softball skills taught to the children in the

PARMALAT LEARN TO PLAY program. Every skill is broken down into components. Each

component is a teaching point that the coach can use to ensure that the children are learning to do the

skills technically correct. The Coach should review these teaching cues prior to each session or as a quick

reference during the session to ensure they are providing proper instruction to the players. But remember

to keep any instruction brief so the children aren’t standing around. Another tool this checklist could be

used for is a report card for the children. Use it at the beginning and at the end of the season to show

the children how much they have improved.

The Coach may wish to shrink, photocopy and laminate the following checklists for easy reference of the

teaching points for all skills during a lesson.

BASIC SKILLS CHECKLISTS

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81

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82



83

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84



85

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86



NOTES:

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section 7


SOFTBALL SKILLS

INTRODUCTION

This section was created to show coaches how to teach each skill correctly. The skills are broken down

into small components, so that it is easier to teach and correct skills. All skills are taught in

progressions so that the coach & children do not get overwhelmed in a lot of detail. The skills should be

taught in progressions with emphasis on correct technique, not outcome.

CATCHING

GLOVE ORIENTATION DRILLS

The teaching cues should be emphasized throughout the lessons in all catching drills so that the

proper catching techniques become automatic.

TEACHING CUES

◗ ball above the waist – fingers up or thumbs together

◗ ball below the waist – fingers down or thumbs apart

◗ like moving glove around a CLOCK FACE to catch ball up, down, to sides, always with the

palm facing the thrower

◗ keep glove hand BEHIND the ball

◗ have throwing hand ready to help out and be close by so player is ready to throw

◗ reach toward the ball and let glove give on contact with the ball (soft hands)

◗ give a target with glove to thrower

TEACHING PROGRESSION

1. Start with NO ball to practice moving glove around the clock face.

2. Each player has their own ball to do a self-toss into the air to develop a comfortable feeling

for the glove and hand-eye co-ordination.

3. Coach or adult throws ball softly and directly at player so they only have to move their

glove to catch.

4. Coach or adult throws the ball a bit to the left or right so player has to move feet

slightly to catch.

5. When players throwing and catching skills have developed, they can play catch with each

other. Until that point, they will spend a lot of time chasing the ball after they miss it.

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softball skills7


1

2

3

THROWING

THROWING PROGRESSION

Feedback on mechanics should be given at every opportunity as long as it doesn’t interfere too

much with the FUN the players are having.

TEACHING CUES

◗ grip ball across the seams with fingers (however many fingers to give best control).

◗ elbow as high as shoulder and at 90-degree angle on take back

◗ stride foot and glove point at target (left for right handers)

◗ hips open (to right for right handers) when arm is back and up and close to target as the arm

comes over top

◗ glove hand comes down and back (like a piston) in opposition to the throwing arm as the

throwing arm moves forward

◗ weight moves from back foot to stride foot as throwing action starts

◗ wrist should be underneath the ball as the arm comes forward to release the ball to produce

a reverse spin on the ball

◗ on follow through, the body should continue rotating until the throwing shoulder is pointing

at the target – throwing hand continues down to or past the opposite hip, palm down


NO BALL

Put stride foot (glove side) into stride position

with other foot angled slightly open to make

it easier to open up the hips.

Have players stand in “scarecrow” position.

Point glove hand at target and open hips up

to throwing side.

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1

5

4

6

2

3

Practice arm and hip action (open and close the door with hips) with NO step (the stride

foot is already in place).

Arm action is down, around, back and up and over. This is similar to a swimming action

except the throwing arm leads with the elbow in order to get under the ball and throw

directly over the top to produce an accurate over the top throw.

hips open; arm moves hips close-throwing arm

down and up over top-glove arm down

Complete the throwing action with no ball. Practice taking step as hips open, glove

hand points to target and throwing arm moves down, around, back and up into

throwing position.

WITH BALL

Practice proper grip on the ball.

Still with stride foot forward (no moving step), practice hip and arm action by tossing a ball

back and forth to a partner (or coach if skill level is very low).

Start with feet parallel, about shoulder width apart, and take a step at the target as hips are

opening and arm is going back into throwing position. Throw the ball back and forth trying

to produce correct mechanics.

FIELDING FLY BALLS

FLY BALL PROGRESSION

The teaching cues should be emphasized throughout the lessons in all catching drills so that the

proper fielding of fly balls becomes automatic.

TEACHING CUES

◗ ready position: feet shoulder width apart, weight evenly distributed, knees slightly bent,

hands slightly above waist

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softball skills7


◗ get under the ball quickly, then wait for it if there is time rather than moving at the

last second

◗ try to catch ball above the head and out in front with fingers up, if possible, rather than down

by the waist or knees with fingers down

◗ run with arms bent, not extended

◗ have throwing hand ready to help out and be close by so player is ready to throw

◗ reach toward the ball and let the glove give on contact with ball (soft hands). Pretend the

ball is an uncooked egg you don’t want to break when it hits your hands. Always use a

crossover step when moving back to catch a ball. NEVER backpedal!


1. Start with NO ball to practice moving feet quickly to get underneath the ball. The coach

can point in the direction the ball is going and players can pretend the ball is thrown. Move

to get underneath and use proper “soft hand” motion to make pretend catch.

Formation:

x x x x

x x x

x x x x

C

2. Each player has their own ball to do a self toss into the air to practice fielding the ball above

the head with soft hands and moving feet to get underneath. Start with NO GLOVE to get

them using 2 hands comfortably and progress to using a glove.

3. Coach or adult throws ball up into the air with slight arc but directly to the player.

Formation: x x x x x x

C C C

4. Coach or adult throws ball with increasingly higher arc, but still directly to player.

5. Coach or adult throws the ball a bit to left or right so player has to move feet to get

underneath.

6. Coach or adult throws the ball high in air but a bit behind to the left or right of the player

so they have to drop back with crossover step to get underneath.

7. When players throwing and catching skills have developed, they can throw the ball high in

the air to each other. Until that point, they will spend a lot of time chasing the ball.

9 1

section 7


FIELDING GROUND BALLS

GROUND BALL PROGRESSION

The teaching cues should be emphasized throughout the lessons in all fielding drills so that the

proper fielding of grounders becomes automatic.

TEACHING CUES

READY POSITION:

◗ butt low, weight on balls of feet, hands low and open, feet spread, elbows between but

in front of knee (not locked in). Cue word: MONKEY

FIELDING THE BALL:

◗ get body in front of ball so there is no reach to either side of the body to get the glove

on the ball

◗ stay low with knees bent to get glove on ball rather than just bending at the waist

◗ glove side foot is slightly ahead when picking up the ball to help keep body balanced

as the glove and throwing hand reach in front of the body to field the ball

◗ hands are well out in front of body (NOT back between the legs), and just touching the ground

◗ make sure the glove is open with fingers down

◗ reach toward the ball and let the glove give on contact with the ball (soft hands). As you

absorb the ball back into the body, you should bring it up into the throwing position.

◗ trap the ball in the glove with the throwing hand

◗ watch the ball all the way into the glove

◗ step toward the target with the stride foot to throw


1. Demonstrate proper technique.

2. STATIONARY BALL – place a number of balls on the ground in various locations so

that players have to move around the area practicing getting the ball in FRONT of the

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center of their body. The ball is not picked up. Glove side foot should be

slightly ahead in order to get the body low, balanced, with glove in front of body,

not between the legs.

3. NO BALL

◗ The coach leads and talks the group through the proper movement and has the group mimic

the proper technique.

“Ready” - check positioning

“Suck it up” - check footwork and soft hands, etc.

“Step and Throw” - check bringing arm back up into throwing position, stepping

and throwing.

◗ Next practice shuffle step from side to side to get center of body in front of ball.

Formation: x x x x

x x x

C

4. NO GLOVE – partners – ROLL (not bounce) the ball back and forth to practice getting

in front of the ball and using proper foot and hand movement to pick it up.

Formation: x x x x

x x x x

5. GLOVE – partners – ROLL (not bounce) the ball back and forth to practice using the glove

to field the ball correctly.

6. Field and throw: In order to combine fielding and throwing in one smooth continuous

motion, it will be necessary for one partner to roll 5 consecutive grounders while the other

fields and throws it back in the air (as if throwing to 1B). Alternate after every 5 throws.

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HITTING

HITTING PROGRESSION

The teaching cues should be emphasized throughout the lessons in all hitting station drills so that

proper stride and hip action becomes automatic.

TEACHING CUES

Although there are many aspects to being a successful hitter, at this age, it is important to

develop only the key components.

◗ Grip: Hold the bat with the MIDDLE knuckles lined up to give maximum flexibility in the

wrists. This grip puts the wrist of the top hand facing up and wrist of the bottom hand facing

down on contact with the ball.

◗ Stance: Relaxed, with FRONT ARM BENT at approx. 90 degree angle with hands by back

shoulder but slightly away from the body. Front shoulder slightly DOWN.

◗ Stride: SHORT (2 - 3 inches), foot CLOSED (front toe remains pointing at 1B for right-

handed batter, does NOT open up toward the pitcher).

◗ Hip Rotation: Hips start facing the plate and FINISH FACING THE PITCHER. If belly

button was a flashlight, the flashlight would move from shining on 1B (right handed batters)

to shining on the pitcher as the swing was completed. A key observation for coach to make is

to see if the BACK HEEL IS FACING THE SKY on the completion of the swing. Hip rotation

should also be on a vertical axis with the shoulders staying back over the center of gravity, not

lunging forward over the front foot.

This Not This Not This

HIP ROTATION IS A KEY COMPONENT TO THE SWING AND COACHES SHOULD MAKE EVERY

EFFORT TO MAKE SURE PLAYERS ARE USING THEIR HIPS AND NOT JUST THEIR ARMS WHEN

THEY SWING.

◗ Arm Action: Hands are taken to the ball first with the bat head following to make contact

IN FRONT OF THE PLATE. Wrists snap on contact with the back wrist facing up as if

hammering a nail into the wall facing sideways. Contact in front of the plate is of vital

importance to a correct swing and can be assured and practiced without much teaching if the

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softball skills7


coach makes sure that the batting T is ALWAYS SET UP IN FRONT OF THE PLATE and not

sitting on top of the plate. When practicing off a coach soft toss, it is also crucial that the

ball be tossed IN FRONT OF THE PLATE and not back toward the stomach of the player

trying to hit it.

◗ Follow Through: The wrists roll AFTER making contact with the ball. This can be

assured by just telling the batter to finish with the bat IN THE CENTER OF THEIR BACK on

the completion of the swing. This will also ensure that they are swinging THROUGH the ball

and not getting in the habit of stopping their bat on contact.


1. Every player has a bat, standing a safe distance from one another.

Remind players of 2 things they MUST ALWAYS REMEMBER FOR SAFETY:

I. NEVER SWING A BAT WITHOUT CHECKING BEHIND TO SEE IF

SOMEONE IS THERE.

II. NEVER WALK UP BEHIND SOMEONE HOLDING A BAT WITHOUT

LETTING THEM KNOW YOU ARE THERE.

2. Demonstrate correct swing with emphasis on short closed stride and hip rotation. Point to

the players to watch for these 2 key elements so they get a correct picture of what they are

to do.

3. NO BAT – (bat is set on ground beside them for this part) Practice taking short, closed

stride and immediately “Slamming the door” with the hips as soon as the stride foot

touches the ground.

4. Show and practice proper grip with MIDDLE knuckles lined up.

5. Complete swing: Practice taking complete swing by imagining there is a ball out in front

of the plate. Have the players keep their eyes on the plate THROUGHOUT THE SWING. This

will help them keep their head and eyes on the ball.

Emphasize: Proper stride and hip rotation and finishing with

the bat in middle of their back.

IF YOU CAN GET YOUR PLAYERS TO MASTER THESE 3 COMPONENTS OF THE SWING BY THE END OF

THE YEAR, YOU WILL HAVE MADE A MAJOR CONTRIBUTION TO THEIR SUCCESS LATER ON.

REMINDER: ALWAYS PLACE THE HITTING T IN FRONT OF THE PLATE WHEN PRACTICING.

ALWAYS SOFT TOSS IN FRONT OF THE PLATE. TRY TO GET PLAYERS TO SELF TOSS IN FRONT

OF THE PLATE WHEN LEARNING TO FUNGO HIT. This process can be helped by ALWAYS USING

A PLATE when practicing hitting.

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BASERUNNING

RUNNING THROUGH 1B

The teaching cues should be emphasized throughout the lessons in all baserunning drills so that

proper techniques become automatic.

TEACHING CUES

Proper running techniques to develop speed:

◗ high knees in front

◗ foot to bum on back kick

◗ drive with arms in straight line (not swinging arms across body)

◗ arms are kept at 90-degree angle when they swing to the front

◗ lean forward when getting out of box to help drive body forward

◗ run full speed through 1B, turn right and return directly to 1B, with NO motion to

go to 2B


1. Start with no bat. Take a full swing at a pretend ball without a bat. Then run as fast as

possible through 1B.

2. Use a bat, but NO BALL. Take a swing, drop the bat, then run. This will help players learn

not to throw the bat after the swing.

ROUNDING THE BASE

TEACHING CUES

◗ loop slightly outside the baseline on approach to base

◗ step on the INSIDE CORNER of the bag with whatever foot is in sequence at that point

◗ lean and turn as the base is touched to help get a sharper turn on the corner

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1. Walk the players through the proper rounding of the base first, so they learn to make the

little loop outside the baseline.

2. Place marker just outside the baseline so players learn to go to the outside before approaching

the base.

3. Remove the markers but place a coach just outside the baseline on the other side of the base

so that players are forced to cut in front to emphasize cutting a sharp corner. This will also

force them to loop first because they won’t be able to cut the corner sharp enough unless

they do.

ROUND AND JAM

Round and jam should be used on hits which go through the infield. If the player can proceed to

2nd, they do so. If not, they must “jam” and get ready to get back to 1st when the throw comes

into the infield or continue to 2nd if ball is missed when thrown back into the infield.

TEACHING CUES

◗ jam a body length away from the base

◗ keep body low and feet wide

◗ hands out, ready to go either direction

ROUND – JAM – DIVE BACK

Situation is the same as in a “Round and Jam”. They have to know how to dive back to the base

they just rounded in case the throw goes to that base to pick them off.

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TEACHING CUES

All teaching cues from round and jam plus:

◗ dive back with body facing away from incoming throw usually from the infield

◗ reach with one hand (right hand if ball is coming from the infield) for the base to turn the

body away from the ball

◗ turn face away from the direction of the incoming throw

◗ keep hips low and slide on front of thighs

LEAVING THE BASE

TEACHING CUES

◗ start in front of the base with one foot on the base and the other out in front as in a

racing start

◗ push AGAINST the base

◗ keep body low to start and gradually rise to proper running position

◗ EXPLODE from the base

SLIDING

TEACHING CUES

◗ arms up over head

◗ chin tucked

◗ bent leg has side of foot on the ground and in crook of knee

◗ toe of extended leg pointed to the sky

◗ slide taken on buttocks, not side of hip and leg

98

softball skills7



1. Get someone to demonstrate proper technique or at least get someone to lay down and show

the final position.

2. Players start on ground in the following

position:

3. Next, they lift their hands and tuck leg (either

leg is OK but left is preferred, for future

advanced sliding, if they are comfortable that

way). Do this a few times so they get the

feeling of tucking their leg under and raising

their hands.

4. Stand in a line: each player takes a walking

step, and practices throwing hands in the air,

throwing hip outward, tucking leg, and TUCKING

CHIN (look at your toes). Remain in upright

position. This is important to give them the

feeling of tucking their chin so they don’t snap

their head back onto the ground when they start

doing the slide on the ground.

5. Put player in between 2 adults who will be holding their hands. Walk forward. On “hit it”,

the player goes into a bent leg slide with the adults help. Progress to a slow jog doing the

same thing.

6. When players are confident, let them go “solo”.

RELAY TURN

TEACHING CUES

◗ reminder of all proper throwing cues

◗ make the quickest turn when rotating which is to turn to the GLOVE side

◗ always give a glove target at shoulder height when receiving a throw

99

section 7




2. Practice movement with NO BALL, with players in a line pretending to receive a ball

thrown by the Coach then turning to make throw behind them.

3. Make groups of 3 positioned as shown. A pretends to throw to B, who mimics a catch and

makes a proper relay turn, then pretends to throw to C.

4. Rotate all 3 players through center position.

5. Use a ball in the drill. Start slowly at first, making sure center player is turning in correct

direction for a quick throw.

6. If time permits and players are able, this can progress into a relay competition between

teams of 3.

PITCHING PROGRESSION

CO-ORDINATION DRILL

TEACHING CUES

◗ relaxed arm, slight bend in elbow

◗ palm faces backward and snaps forward as arm passes leg

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softball skills7


◗ pretend to let go of ball as arm brushes past leg

◗ co-ordinate opening and closing of hips with dropping of arm

◗ front leg straightens as arm reaches contact point

◗ shoulders stay BACK over top of the hips



2. Start with glove side foot in stride position (a long walking step directly ahead of the other

foot). Pivot foot is directly behind stride foot but toed slightly outward. Put pitching arm

back into pendulum position with palm facing backwards, in relaxed position (elbow NOT locked).

3. Let arm fall in relaxed manner palm facing back

so that the arm brushes past

the side of the leg on the way past.

4. Once a relaxed drop of the arm is consistent, concentrate on opening up the hips (belly button

faces to right for right-handers) when the arm is up and back, and closing the hips (bellybutton

faces catcher)when the arm passes the side of leg.

5. Once the co-ordination is consistent, make sure the front leg (stride leg) straightens as the

arm falls downward. Also make sure shoulders are kept back over the hips so the young

pitcher doesn’t get in the habit of bending at the waist on the release.

hips open hips close

◗ both arms drop

◗ may come up on back toe to help push

hips closed

◗ shoulders over hips

101

section 7


ARM CIRCLES AND HIP THRUSTS

TEACHING CUES

◗ arm starts straightforward and moves past the ear on its way around

◗ arm circles go straight out in front and straight down behind

◗ glove hand moves forward with throwing arm until throwing arm starts the move backward

◗ glove hand moves downward at the same time as the throwing arm starts to move downward

(they move in coordination with each other)

◗ arm circles are fast and large as possible, but RELAXED

◗ arm circles are co-ordinated with the opening and closing of the hips. Hips open when arm

is at top of circle and close as it comes downward past the leg

◗ arm (somewhere between elbow and wrist) MUST brush past the side of the leg

◗ arm follows past the release point (at side of leg) in RELAXED action toward the target


1. Stand with glove side leg in stride position as in CO-ORDINATION DRILL from Lesson 1.

2. Make large-relaxed arm circles straight out in front and down behind, making

sure to watch for elbow being loose (but not bent over head) and for arm staying close to

the ear.

this not this or not this

3. Once arm circles are correct, focus on using the glove hand in co-ordination with the arm

circle. Both move out together and down together.

102

softball skills7


4. Once the arm circle and glove hand are co-ordinated, focus on opening and closing the hips

in co-ordination with the arm circle. Open hips at top of arm circle and close at bottom as

arm passes the hip.

hips open hips close

GRIP

TEACHING CUES

◗ grip with 3 fingers across seams (same as for the overhand throw)

◗ grip as loosely as possible but still maintain control of the ball

◗ grip in fingers (not palm) if hand is large enough


1. Demonstrate grip.

2. Make sure all players get the proper grip on the ball.

3. Practice getting grip on the ball in glove without looking.

STATIC PITCHING

TEACHING CUES

◗ complete large RELAXED arm circles. Make sure arm is close to ear

◗ release ball at side of leg

1

2

3

103

section 7


◗ arm brushes past side of leg on release. Should work toward hearing a “whooshing” sound

◗ use glove hand in co-ordination with throwing arm

◗ follow through to target with the throwing arm after the release

◗ KEEP SHOULDERS BACK OVER TOP HIPS ON RELEASE

◗ hips should face target on release. Correct immediately any tendency to throw the throwing

side hip backward on release

◗ legs are straight on release (FINISH TALL)

◗ WHIP or FLING the ball - do not aim the ball


1. Stand with feet PARALLEL, shoulder width apart. Feet REMAIN STILL throughout this drill.

Isolate the whipping action of the arm to find the release spot at the side of the leg. Learn

to keep shoulder back on the release.

2. Practice the arm and whipping action with NO BALL.

3. Practice whipping the ball to coach a short distance away. Make sure to give feedback on

the coaching cues listed above.

feet remain parallel throughout action arm follows ball after release

HIP PITCHING

TEACHING CUES

◗ feet must be in stride position (same as in co-ordination drill). Feet MUST be directly in front

of one another. Toes angled slightly to pitching arm side

◗ complete large RELAXED arm circles. Make sure arm is close to ear

◗ release ball at side of leg

◗ arm brushes past side of leg on release. Should work toward hearing a “whooshing” sound

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softball skills7


1 2 3

◗ use glove hand in co-ordination with throwing arm

◗ follow through to target with the throwing arm after the release

◗ KEEP SHOULDERS BACK OVER TOP HIPS ON RELEASE

◗ hips open when arm is at top of circle and close as it comes down to brush past the side of the leg

◗ hips should face target on release. Correct immediately any tendency to throw the throwing

side hip backward on release

◗ come up on back toe as hips come forward and ball is released. This will allow the hips to close

all the way

◗ front leg is straight on release (FINISH TALL)

◗ WHIP or FLING the ball. Do not aim the ball

TEACHING CUES

1. Stand with feet in STRIDE POSITION. Front foot REMAINS STILL throughout this drill. It

is to isolate the whipping action of the arm, to find the release spot at the side of the leg,

and to learn to keep shoulders back on the release. The back foot will come up on the toe as

the hips move forward to allow the ball to be released at the side of the leg.

2. Practice the arm whipping action and hips opening and closing with NO BALL.

3. Practice whipping the ball to a coach a short distance away. Make sure to give feedback on

the coaching cues listed above.

STRIDE ACTION

TEACHING CUES

◗ stand on pitcher’s plate with pivot foot (right for right handers) slightly ahead of the left

(left toe is across from right heel) and about shoulder width apart

4

feet in Stride Position

throughout action

hips open hips close, arm follows

ball after release

105

section 7


catcher catcher

◗ turn pivot toe slightly outward just prior to push off to enable hips to open easier

◗ push forward off pivot foot

◗ stride STRAIGHT at catcher with left foot in an extended walking step

◗ stride should be EXPLOSIVE

◗ springing off pivot foot will help explosion

◗ back foot (right for righties) should drag on the outside of the big toe


1. Draw a pitching plate for each player in the dirt.

2. Draw a line in the dirt perpendicular to the pitching plate toward the catcher.

catcher

3. Teach proper footwork on pitching plate and have player practice getting on plate with feet

in correct position.

catcher

4. Practice stepping out EXPLOSIVELY and dragging back foot.

COMPLETE PITCH ACTION – NO BALL

TEACHING CUES

◗ stand on pitching plate WITH HANDS APART. PRETEND THERE’S A BALL IN YOUR GLOVE

◗ stand on pitcher’s plate with pivot foot (right for right handers) slightly ahead of the left

(left toe is across from right heel) and about shoulder width apart

106

softball skills7


◗ turn pivot toe slightly outward just prior to push off to enable hips to open easier

◗ push forward off pivot foot

◗ stride STRAIGHT at catcher with left foot in an extended walking step

◗ stride should be EXPLOSIVE

◗ springing off pivot foot will help explosion

◗ back foot (right for righties) should drag on the outside of the big toe

◗ as push starts with pivot foot and stride foot starts forward, BOTH hands move forward so

that glove hand can be used in co-ordination with pitching side

◗ all cues from hip pitching apply here as well

◗ follow through with leg is to get the pivot foot, after dragging, to finish up beside (slightly

farther than shoulder width apart) the stride foot


1. Review stride with no arm action as in stride from previous lesson using pitching plate and

line drawn in the dirt.

2. Incorporate arm action with stride action (NO BALL).

3. Do a “Mechanics Check” on each of the key components as players are practicing this

complete pitching action. Players can only concentrate on ONE thing at a time so ask them

to FOCUS on one key point at a time and provide FEEDBACK on only one thing at a time.

Checkpoints: ◗ arm circles - relaxed, large, close to head

◗ use of glove arm

◗ stride straight at target

◗ front leg straight on release

◗ shoulders back over top hips, not bent at waist.

◗ release point off side of leg

◗ hips closed to catcher on release

◗ follow through with arm following ball after release

◗ follow through with pivot foot up beside stride foot

COMPLETE PITCH ACTION – WITH BALL

All cues and teaching progression are the same as with no ball, except that now, a ball is used.

107

section 8


END OF SEASON

INTRODUCTION

Tournaments which declare “winners” are not recommended for children under 10 years old.

Team achievement tests, where players are tested as a “team”, can be used in conjunction with

an end of the year round robin tournament or as an “Achievement Day”, which includes a

variety of activities and treats.

Team achievement tests and awards are a positive alternative for the following reasons:

◗ Emphasis is put on the importance of developing skills rather than “winning” games.

◗ More players experience success, which develops self-esteem.

◗ Team concept and development is encouraged.

◗ Equal opportunity for contribution so each player feels a valued part of the team.

◗ Encourages coaches to develop skills of all players because awards depend on abilities

of every player - not selected players.

◗ Achievement tests can also be used by individual teams for motivation and to

measure improvements.

ORGANIZATION OF ACHIEVEMENT TESTS

◗ Stations could be set up so teams can participate between games at round robin

tournaments.

◗ If the “Achievement Day” approach is used, the number of stations will have to equal the

number of teams, so they can rotate through the stations. Some stations may include

activities from the Lesson Plans (ie: Shark in the Tank; Hot Potato).

◗ Awards are always based on team totals. Each player on each team must

be given an equal number of repetitions. Since teams may not have the

same number of players team average is used for awards.

◗ Number of repetitions depends on the total time allotted for the achievement tests.

If rotating stations are set up, consideration should be given to try to equalize time at

each station.

◗ Second and third place awards can also be considered, with participation awards to the

other teams.

◗ Team scores should be given to teams so players/coaches see improvements if they are

done more than once.

108

end of season8


SUGGESTED ACHIEVEMENT TESTS

TIMED HOME TO FIRST (equipment – stopwatch, Home plate, 1st base)

Each player is timed as they run H to 1B using a track start with front foot starting at edge of

Home plate on the 1B side. Total the times, divide by number of players to get an average. Team

with the lowest average wins this award.

ROUNDING BASES – TIMED (equipment – stopwatch, home plate, 1st and 2nd bases)

Same as timed Home to First test, except now the players round 1B and run to 2B. A bonus point

is given for each player who steps on the inside corner when rounding 1B. Consideration

could be given to awarding bonus points for a slide at 2B.

THROWING ACCURACY (equipment – target, balls)

Put a large target up with 3 target areas. Designate a line which players have to stay behind

when throwing. Distance doesn’t matter as long as it is equal for all players on each team.

(probably 20'-40') Total points, divide by number on team to get average. The team with the

highest average gets award.

THROWING VELOCITY (equipment – radar gun (if available), balls, target)

Each player’s throwing speed is recorded. Total speeds, divide by number of players for average.

Team with highest average gets throwing velocity award.

THROWING DISTANCE (equipment – markers, balls)

Mark 3 lines at progressively further distances from a throwing line which players have to stay

behind when throwing. Distances will depend on level of participants. All players should be able

to throw over the 1st line to experience success. The 3rd line should be challenging enough so

only the players with the strongest throws can make it over.

109

section 8


Each player, standing behind the throwing line, throws as far as they can over the lines. Points

are awarded as follows: throw over 1st line - 1 point; throw over 2nd line - 2 points; throw over

3rd line - 3 points. Total points, divide by number of players for average. Team with highest

score wins award.

DISTANCE HITTING (equipment - batting T, balls, bat)

Mark 3 lines, at progressively further distances from a start line, where a batting T is placed.

Score the same as in the throwing distance test.

BALL OF FIRE (equipment – stopwatch, balls, gloves)

Mark lines 20'-50' apart (depending on ability level), with 1/2 of team lined up in a file behind

each line. Ball starts with first player in one line. On “Go”, the ball is thrown back and forth

until all players have thrown. Players go to end of their own line after completing throw.

Start watch on “Go” and stop when catch is made on last throw. Team with lowest time wins

Ball of Fire award.

110

end of season8


REFERENCES

Capher Basic Skills Series, Fastball Type Games, Calgary Board of Education. Curriculum Action

Project. 1976-1983

Capher Basic Skills Series, K-3 Games.

Gleeson, Geof, The Growing Child in Competitive Sport, Hodder and Stoughton, London

Graham, George, et al. Children Moving- A Teachers Guide to Developing a Successful Physical

Education Program, Mayfield Publishing Co., Mountain View, Cal., 1987.

Hobart Division of Recreation, Education Department and Tasmania State Schools Sports Council

(1983). A Child Is Not a Little Adult - Modified Approaches to Sport for Australian Children,

Published and printed by Education Department, Tasmania, Australia.

Landy, Maxwell and Joanne, Ready to Use Physical Education Activities, Parker Publishing Co.,

West Nyack, NY.

Margeneau, Eric A., Ph. D., Sports Without Pressure. Gardner Press. Inc., New York.

Malina, Robert, Young Athletes - Biological, Psychological and Educational Perspectives, Human

Kinetics Books, Champaign, Illinois.

Martens, Rainer, et al, Coaching Young Athletes, Human Kinetics Publishers Inc., Champaign, Illinois.

Moore, Annette C., The Game Finder - A Leader’s Guide to Great Activities, Venture Publishing,

Inc., State College, PA., 1992.

Morris, G.S.Don;Stiehl, Jim, Changing Kids’ Games, Human Kinetics Books, Champaign, Illinois. 1989.

Ontario Softball Council, Softball- A Manual for Coaches, Ministry of Culture and Recreation.

Rice, Wayne;Yaconelli, Mike. Play It, Zondervan Publishing House, Grand Rapids, Mich. 1986.

Snellenberg, Joseph, Adapt, Adopt, and Improve - Theme Games for K-6, BC Intramural Recreation

Assoc., Simon Fraser University, Burnaby. B.C.

Spink, Kevin S., Ph. D., Give Your Kids a Sporting Chance, A Parents Guide, Summerhill Press, Toronto.

Turner, Lowell F. and Susan, Physical Education Teachers Activities Program, Parker Publishing

Co., West Nyack, NY, 1989.

Weiss, Maureen R. and Gould, Daniel - editors, Sport For Children And Youth, The 1984 Olympic

Congress Proceedings. Vol. 10, Human Kinetics Publishers, Inc. Champaign, Illinois.

111

section 8


PROVINCIAL/TERRITORIAL OFFICES

BRITISH COLUMBIA

Softball B.C.

P.O. Box 45570

Sunnyside Mall

Surrey, BC V4A 9N3

(B) (604) 531-0044

(F) (604) 531-8831

[email protected]

www.softball.bc.ca

ALBERTA

Softball Alberta

9860 – 33 Avenue

Edmonton, AB T6N 1C6

(B) (780) 461-7735

(F) (780) 461-7757

[email protected]

www.softball.ab.ca

SASKATCHEWAN

Softball Saskatchewan

2205 Victoria Avenue

Regina, SK S4P 0S4

(B) (306) 780-9235

(F) (306) 780-9483

[email protected]

www.softball.sk.ca

MANITOBA

Softball Manitoba

306 - 200 Main Street

Winnipeg, MB R3C 4M2

(B) (204) 925-5673

(F) (204) 925-5703

[email protected]

www.softball.mb.ca

YUKON

Softball Yukon

28 Evergreen Crescent

Whitehorse, YK Y1A 4X1

(B) (867) 667-4487

(F) (867) 667-4237

[email protected]

[email protected]

www.softballyukon.com

NORTHWEST TERRITORIES

Softball NWT

Box 11089

Yellowknife, NT X1A 3X7

(B) (867) 669-8333

(F) (867) 669-8327

[email protected]

www.nwtsoftball.com

ONTARIO

Softball Ontario

1185 Eglinton Ave. East

North York, ON M3C 3C6

(B) (416) 426-7150

(F) (416) 426-7368

[email protected]

www.softballontario.ca

Slo-Pitch Ontario

184 Scott Street, Unit 7B

P.O. Box 20057

Grantham Postal Outlet

St. Catharines, ON L2M 7W7

(B) (905) 646-7773

(F) (905) 646-8431

[email protected]

www.slopitch.org

Provincial Women’s

Softball Association

(PWSA)

www.ontariopwsa.com

Ontario Amateur Softball

Association (OASA)

www.oasa.ca

Ontario Rural Softball

Association (ORSA)

see Softball Ontario

www.softballontario.ca

QUÉBEC

Softball Québec

4545, avenue Pierre de Coubertin

C.P. 1000, Succ. M

Montréal, QC H1V 3R2

(B) (514) 252-3061

(F) (514) 252-3134

[email protected]

www.softballquebec.com

NEW BRUNSWICK

Softball New Brunswick

4242 Water Street

Miramichi, NB E1N 4L2

(R) (506) 773-5343

(Summer) (506) 773-3507

(F) (506) 773-5630

[email protected]

www.sport.nb.ca/softball

NOVA SCOTIA

Softball Nova Scotia

4th

Floor

5516 Spring Garden Road

Halifax, NS B3J 1G6

(B) (902) 425-5454, ext. 313

(F) (902) 425-5606

[email protected]

PRINCE EDWARD ISLAND

Softball PEI

P.O. Box 6406

Cornwall, PE C0A 1H0

(B) (902) 569-4747

(R) (902) 566-2684

(F) (902) 569-3366

NEWFOUNDLAND &

LABRADOR

Softball Newfoundland

& Labrador

P.O. Box 21165

St. John’s, NL A1A 5B2

(B) (709) 576-7231/7049 (B)

(F) (709) 576-7081 (F)

[email protected]

www.softball.nf.ca

NUNAVUT

Sport Nunavut

P.O. Box 440

Baker Lake, NU X0C 0A0

(B) (867) 793-3306

(F) (867) 793-3321

(Toll Free) 1-888-765-5506

[email protected]

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