Coach’s Handbook and Scorebook

AGE LEVEL: ______Traveling/In-House

HEAD COACH: ______

1 Coach’s Handbook and Scorebook

Table of Contents

Introduction ...... 3 Mission Statement ...... 3 Vision Statement ...... 3 Message to Parents/Guardians ...... 4 Message to Players ...... 4 Playing time requirement ...... 5 Coaching Philosophy ...... 5 Lightening and what to do ...... 6 Game Cancellation Guidelines ...... 7 Join BLBA Coaches Text Group ...... 7 Expectations of Coaches ...... 8 Using fields for games/practices ...... 9 Pitch Smart Guidelines ...... 9 Team Meeting Agenda...... 10 Accident Report ...... 11 15 Tips for dealing with Difficult Parents ……………………………………………………. 12 Code of Conduct ...... 13-14 BLBA Target Skills ...... 15-17 Lineup Cards ...... 18 Bunt Coverage ...... 19 Cut Throws to Home ...... 20 How to Bunt ...... 21 Catching Tips ...... 22 Lineup Scenarios ...... 23-24 Fundamentals and Drills ...... 25-34

2 Coach’s Handbook and Scorebook

To All 2021 Big Lake Baseball Coaches:

The season of your leadership is about to begin. How exciting this is for you and will be for the young men that you will be guiding during the 2021 campaign! You are the right person at the right time for this baseball instruction and coaching.

As a coach, you may think it is your job to make your team the best that they can be. This is right but it is not the only thing that will be on your plate this year. It is your job to make this experience enjoyable, coordinated, orderly, and respectful to all --- players, umpires, and those who watch. Finally, you will stand as a role model for all to see how this game of baseball should be played.

The players are looking for your discipline as to how they handle personal and team success as well as the failure that is so much a part of this game. Make this a fun learning experience for your team and most importantly…for yourself. If you are having fun, the players are having fun!

I wish you all well and “Thank You” again for stepping to the forefront to being a BASEBALL COACH! This is a great game and a privilege to be part of it. Remind your players of the reason why they are special: “If this game were easy, everyone would play.” They are playing because they are capable of playing baseball and they love playing it!

BLBA VISION STATEMENT Reaching and developing our youth through teamwork, sportsmanship, rules of the game, and character building lessons that reach beyond the baseball field and into our community.

BLBA MISSION STATEMENT The Big Lake Baseball Association's Mission is to provide an educational, safe, and fun environment for the youth in Big Lake to play baseball. In support of that mission, BLBA seeks to: *Serve and embrace players of all races, creeds, color, nationality, or ability. *Provide a safe and healthy environment for all players to experience the pure enjoyment of the game. *Help players develop and improve their baseball skills so they can perform at their highest potential. *Create a culture where honor of self, teammates, opponents, officials, and coaches are consistently displayed. *Teach players to understand that the winning of games is secondary to effort and attitude. *Equip our coaches with every necessary means to succeed.

PARENT’S ROLES AND RESPONSIBILITIES 3 Coach’s Handbook and Scorebook

Being involved in BLBA demands time and effort on the part of the parents and/or guardians. Parents, in no small measure, contribute to the success of the baseball program by understanding the requirements of team participation. Some of the things that parents can do to help their child and the team are: • Put the welfare of the team ahead of personal reflected glory • Make sure your player knows that win or lose, you appreciate the effort made. Praise. Don’t criticize. • Accept disappointment gracefully; don’t pass it along to the player or team members. • Learn to know the coach. Discuss your problems or the progress of your player with him at the proper time. The proper time is RARELY right after a difficult defeat or in the company of players and/or other parents. • Appreciate the fact that the coach has the responsibility of an entire team. • Don’t be a chronic complainer. If you are convinced something is wrong on your player’s team, follow the grievance procedure mentioned in this policy manual. • Parents are asked to conduct themselves in a sportsmanship like manner and instill in their players the desire to reflect such sportsmanship. • Parents are responsible for providing or arranging transportation for their players. • Parents are to support the BLBA philosophy of encouraging players to enjoy baseball as a sport and to have fun. Parents that place undue expectations on their players minimize the player’s enjoyment and development in the game of baseball. • Parents are expected to assist the team where needed. This includes field help, or help in the dugout and other requests made by the coach. • The safety of the player is ultimately the responsibility of the parents. If a parent fears injury or observes examples of poor sportsmanship, he/she has the right and responsibility to remove their child from playing under those conditions. • Parents whose conduct reflects negatively on BLBA may be referred to the League Director for discussion and appropriate consequences. • Work your 5 mandatory volunteer hours.

CODE OF CONDUCT—PLAYERS • I will not berate the umpires or “trash talk” to my opponent! • I will not use profanity! • I will encourage good sportsmanship by demonstrating positive support for all players, coaches, contest administrators and umpires at every game. • I will place the emotional and physical well being of my teammates and opponents ahead of my personal desire to win. • I will treat other players, coaches, fans and umpires with respect regardless of race, gender, creed or ability. • I will demand a sports environment that is free from drugs, tobacco, and alcohol and will refrain from their use at all games/practices. • I will do my best to remember that youth sports, is supposed to be FUN and that winning and losing are part of everyone’s experience. • I will express my concerns through the proper channels in a dignified manner. • I will respect the volunteers who are assisting with the conduct of these events. • I will respect and adhere to the rules governing eligibility and competition. • I will be committed to my team during the season--being at all practices and games. If I can’t be at a practice or game, I will notify my coach BEFORE this would happen. • I will be on time to games and practices. • I will set a good example at all times, by hustling, giving 100% effort, and be attentive to the coaches. • I will avoid throwing and kicking equipment, complaining about positions I’m put into, and avoid messing around. PLAYING TIME 4 Coach’s Handbook and Scorebook For ages 6-8, teams practice for one half hour and play a game for one hour. During the game, teams will bat their entire order each inning. Players should not be on the bench for more than one inning before returning to the field. It is preferable that players get a chance to play all 9 positions by the end of the season (unless there are left-hand / right-hand issues).

For ages 9 through 12, including Traveling teams, each player must play in the field at least 3 innings per 6 inning game, with these exceptions: *Discipline *Rain delay or a run-rule comes into effect. If game is shortened to 5 innings due to the run-rule, each player must have played at least 2 innings. **In 3rd/4th Grade In-House: no player can sit out more than one inning in a row.

At this level, BLBA encourages players to try as many positions as possible (except where left-hand / right- hand issues come into play).

For ages 13 through 14, not including the 14 Traveling team, each player must play in the field at least 3 innings per 7 inning game, with these exceptions: *Discipline *Rain delay or a run-rule comes into effect. If game is shortened to 5 innings due to the run-rule, each player must have played at least 2 innings.

At this level, BLBA expects some specialization in positions to occur, but still encourages players to play as many positions as possible (except where left-hand / right-hand issues come into play).

COACHING PHILOSOPHY Coaching youth baseball for BLBA is both a privilege and a responsibility. Parents entrust their children to BLBA and its coaches with an expectation that they will be treated fairly and with respect, and that they will learn to become better baseball players each season.

THE BLBA COACHING PHILOSOPHY IS: • That you demonstrate an appreciation of the BLBA’s philosophy and cooperate in making the program beneficial for all players. • That you reflect an understanding of the age group you coach. • That you are a positive influence on those with whom you work. • That you show by example that you respect the judgment and position of authority of the umpire (whether paid or volunteer). • That you instill in your players a respect for adult leadership. • That you exercise your leadership role adequately but leave the ball game in the hands of the players. • That you instill a desire for the individual to improve. • That you teach a high degree of sportsmanship at all times. • That you represent the BLBA with respect and honor. • That you promote the BLBA.

LIGHTENING 5 Coach’s Handbook and Scorebook The following information has been provided by SafeSport, a program of The United States Olympic Committee. SafeSport aims to create a healthy, supportive environment for all participants of sports through education, resources and training. The overall goal is to help members of the sports community recognize, reduce and respond to misconduct in sports. For more information, please visit www.safesport.org. Lightning represents a significant weather hazard for players and spectators. It is estimated that approximately 70 people are killed and 400 are injured each year as a result of being struck by lightning. On average, 10 percent of strike victims die and 70 percent suffer serious long-term effects. Responsible administrators, coaches and trainers must be prepared to deal with lightning storms and appropriate steps must be pre-planned. These steps include: 1. Assign an individual to monitor the forecast before a game. Use a lightning detection device to determine if a thunderstorm is in the area. Lightning detection devices include professional quality devices, personal lightning detection devices and subscription to a lightning detection service over a smart phone app. 2. Be aware of weather patterns. Most thunder/lightning storms occur between May and September and between the hours of 10 a.m. and 7 p.m. 3. If thunder can be heard or lightning seen, carefully monitor the progress of the storm, as it must be close. 4. Count the number of seconds between seeing lightning and hearing thunder. Divide the number of seconds by five to estimate the distance of the storm in miles. A "flash-to-bang" of 30 seconds or less is an indication to postpone the activity and to move athletes and spectators to a safe area. Or, heed the warnings of your lightning detection device as regards to when it is time to evacuate. A pre-assigned individual should be responsible for the decision to evacuate. 5. Evacuation should be pre-planned, having means of communication to notify individuals of the danger and to provide directions to safe shelters. Have signs available that will provide direction to the nearest safe area. 6. Be sure to know the approximate number of players and spectators and the size of the available shelters so that the proper number of individuals can be directed to a given location. 7. Safe shelters are optimally an enclosed building with telephone, and/or electrical wiring and/or plumbing that will aid in grounding and dispersing the electrical impact. Enclosed automobiles with a metal roof and school buses are sources of shelter but no contact should be made with metal. Showers, plumbing facilities, utilities, telephones and headsets should not be used. Cordless and cellular phones can be used for communication. 8. If no safe shelter is available, avoid high areas, antennas, towers, poles, isolated trees, baseball dugouts, bleachers, metal fencing, golf carts or freestanding water. Look for areas where small trees or bushes are surrounded by taller trees. 9. Crouch with knees bent, legs together and wrapped by arms, head down and ears covered. 10. The designated responsible individual must determine when activity can be resumed and safe areas should not be left unless direct instruction is provided. In general a period of 30 minutes should elapse from the last sound of thunder or from the last visible lightning flash before play should be resumed. 11. Be prepared for and educated about the dangers of lightning. Plan and practice evacuation procedures. Prompt appropriate action can prevent injuries and death.

GAME CANCELLATION GUIDELINES

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• If you are canceling a game, please contact Robert Hoekstra via text at 763-300-3337. He will contact the umpire if your game is an In-House game or 9-12 Traveling Game. • Contact the other coach. If it’s in-house, click the in-house list (at www.biglakebaseball.com): QCL Contacts. • If you’re a traveling coach, contact Gopher State at 763-781-2220.

• If there is standing water on the field or the field is clearly saturated, please do not use it. • Do not attempt to remove puddles on ball diamonds by lifting water and putting it on to the grass. You will damage the grass since the water also has dirt in it. A better option is to dig a small hole in the middle of the puddle and take the water out one cup at a time. Fill the hole with drier dirt. • Coaches can decide to cancel their game in advance without going out to the field. • If it’s Thundering or Lightening, you must stay off the field for a minimum of 30 minutes. Get OFF the grounds and into a safe area (a car is safer than being in the dugout).

Information is subject to change.

Head Coaches’ Responsibilities

COACHING RESPONSIBILITIES

7 Coach’s Handbook and Scorebook A head coach is responsible for the operation and conduct of his/her team. He/she is the teacher of skills and a developer of players, both socially and physically. The head coach is responsible to the BLBA Board of Directors. Coaches are Mandated Reporters--if you suspect abuse, neglect, etc., you are mandated by the State of Minnesota to report this to the Sherburne County Social Services at (763) 241-2600, who will then refer to a county agency. This must also be reported to the BLBA President of the BLBA.

Here is a list of suggestions, recommendations, and requirements for coaches: • Hold a parent-coach meeting no later than two (2) weeks after the team has been formed. Have written team rules and discuss them with the parents at the meeting. Review with the parents and players the BLBA baseball player’s pledge and have them signed. • Respect, encourage and complement players. Use constructive criticism only. • Develop each player as much as possible within the limits of their physical and mental abilities. • Use proper control at all times because the coach is the steward for the program. This includes restrained conduct with all umpires and officials. • Enforce rules fairly, without prejudice toward any one player. • Be enthusiastic and make baseball fun. • Maintain team discipline. When a player is disciplined, the coach should fairly inform the player of the reasons for the punishment before leaving the field. Matters of discipline should be discussed privately between the player and the coach. • Support the BLBA philosophy. • Communicate regularly with individual players and parents. If a player has a serious discipline problem, the head coach should meet with the player, their parent(s) or guardians and at least one assistant and/or the team manager. Full game suspensions cannot be given without the coach discussing it with the appropriate director of their age group. • Serious problems between coaches and players/parents should be handled as follows: a) Parent and Player, Coach and Assistant and/or Team Manager meeting; b) all of the above plus meet with the appropriate Director of their age group; c) all of the above plus meet with the BLBA President; 4) all of the above plus meet with the BLBA Board. • Coaches have the authority to bypass playing time guidelines if they see a need to discipline. In these cases, the coach is expected to meet with the parent and the player and explain the cause of the discipline as soon as possible. If the coach needs to take extensive action (suspension beyond one game), he/she should review their recommendation with the BLBA Board. • Any player who is injured, or appears to be injured, must sit out at least one inning for observation. • Assure that all players line up and shake hands after every game. • Each team will maintain a minimal medical supplies inventory. If no emergency medical personnel are available, the coach or his/her assistant should follow recommended medical procedures. However in any and all situations, the parent has the ultimate responsibility. • Coaches will refrain from the use of alcoholic beverages and tobacco prior to and during games and practice situations.

A coach who repeatedly violates BLBA guidelines shall; a) first meet with the appropriate League Director of their age group; b) if no improvements, the coach personally meets with the appropriate League Director of their age group and an Executive Board appointed by the BLBA Board of Directors; c) if steps one and two fail, the coach may be dismissed by the Executive Board with the approval of the full BLBA Board of Directors and a suitable replacement shall be named.

USE OF FIELDS FOR PRACTICES AND GAMES

8 Coach’s Handbook and Scorebook Baseball fields are at a premium in Big Lake. BLBA teams play 4 or 5 nights a week on fields owned by the Big Lake School District, the City of Big Lake, Big Lake Township, and several private landowners (including two churches). Although we pay to use school district fields, the use of all fields is a privilege. Please encourage your players and parents to treat all fields accordingly. Pick up trash and report problems with fields, benches, porta-potties, etc. to a BLBA Board of Directors member immediately.

Common sense should prevail. Games take priority over practices. For example, if a Willie Mays team is practicing on field “A” and a Roberto Clemente game is also scheduled for field “A,” the Roberto Clemente game has priority 1/2 hour prior to the scheduled game time. Also, if a school field have been dragged and chalked in anticipation of a game later in the day or evening, please do not allow your team to play on the infield.

If a head coach cannot be at a game, he/she MUST rely on his/her assistant coaches to coach the scheduled game. Games will NOT BE RESCHEDULED simply because the head coach is unable to attend.

If a coach is ejected from a baseball game for any reason, he/she will be ineligible for the remainder of that game and the next game. An appeal can be made in writing to the BLBA Board of Directors.

PITCH SMART • All coaches MUST follow this as it is written! • Once the limit is reached a pitcher may finish pitching to that batter. • One day of rest is required if a pitcher pitches two straight days. • Each team must designate a player or adult who is responsible to track the pitches for their team. Each team should track the pitches for both their team and their opponent. • After each half-inning the those responsible for tracking pitches will confirm the number of pitches for that half-inning. Any discrepancies need to be worked out at that time. If a dispute cannot be resolved the number calculated by the home team will stand as the official number. Umpires will not be involved in tracking or confirming the number of pitches. • Within 24 hours of the conclusion of a game, each team is responsible to record the pitch counts for each participating pitcher on the BLBA website

Parent and Guardian Meeting Agenda Before your season starts, it is a good idea to have a meeting with the parents and guardians of your players. When parents and guardians are involved from the get-go, channels of communication and 9 Coach’s Handbook and Scorebook expectations are established before any issues arise. This way, parents and guardians know what your expectations are of their child as a player, and what kinds of policies will be in place. When people know what the expectations are, they are more likely to reach them. This document serves as a guideline for your parent and guardian meeting.

1. Introductions 4. Logistics A. Tell parents/ guardians about yourself as an A. Schedules athlete, coach, or parent. i. Hand out schedule documents to each parent/ B. Have parents/guardians introduce themselves guardian if they are already determined to the group. ii. If schedules are not determined, discuss with i. Also have them include who their player is. parents what practice days and times work well ii. Once everyone is introduced, explain what with them type of coach you are. What is your coaching B. Contact List philosophy? i. Pass around a blank copy of the contact information template for parents to fill out. 2. Rules and Expectations ii. After the meeting, update the digital form of A. Explain the core values for your team the contact information template and distribute B. Expectations of athletes to parents/guardians via email or in person i. Explain the expectations you hold, as a coach, C. Equipment for your players i. Provide parents/guardians with a list of the ii. Provide parents/guardians with a handout of equipment a player will need on your team. For the athlete expectations example: Cleats, glove, baseball pants, socks, helmet, bat, mouth piece, batting gloves, and C. Expectations of coaches catcher’s gear. i. Explain the expectations you want your players and parents/guardians to hold of you and your 5. Volunteers coaching staff A. Ask parents/guardians if anyone would like to volunteer to: D. Policies i. Provide snacks after games i. Explain the policies for your team ii. Be the scorekeeper for games ii. Examples of policies include late policies, iii. Be the Parent Rep to promote open unsportsmanlike conduct policies, and practice/ communication between the coach, parents/ game policies. guardians, and players iiii. Be the Team Pitch Counter and track each 3. Goals for the Season pitcher s pitch count to stay within the Pitch A. Your goals as a coach for your team and Smart guidelines players B. Parents goals for their players 6. End of Meeting A. Ask parents if they have any questions B. Thank them for their time C. Let them know you re excited for the season to start!

10 Coach’s Handbook and Scorebook BIG LAKE BAEBALL ACCIDENT REPORT

Use this form to report injury that occurs during any baseball related activity. This report should be completed within 24 hours of the injury.

NAME: AGE: LOCATION ______

DATE OF ACCIDENT: TIME: AM PM

NAME OF PARENT/GUARDIAN:

HOME ADDRESS: TELEPHONE #

Describe details and location of accident:

Supervising adult: Position: Witnessed accident: YES NO Accident witnesses, if any:

Following information to be completed by the person administering First Aid. Describe injury:

Describe first aid given:

First aid administered by: (Name) (Position) Disposition: Player released to Time Parent/guardian notified by whom Time AM PM

Medical evaluation advised: YES NO By whom:

Further comments or remarks:

Follow up information:

(Copy to be sent to: BLBA, PO BOX 473, BIG LAKE, MN 55309

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Fifteen Tips for Dealing with Difficult Parents

1. NEVER meet with an irate or concerned parent immediately after a contest.

2. ALWAYS suggest that the parent call and set up a mutually convenient meeting.

3. Prepare for this meeting by trying to determine what the parent’s concern is about and gather all of the necessary information (statistics) needed for the meeting (in other words, get your “Ducks in a row”).

4. Invite the athletic director to sit in on the meeting as a third party. He can serve to mediate, to provide counsel and to help clarify positions.

5. Listen to the parent’s complaint or concern. Venting by the parent is an important first step.

6. Do NOT allow parents to yell at you, to be rude, obnoxious or to use foul language. Explain that this is totally unacceptable and that while you are more than willing to meet with them, they need to conduct themselves in a calm and civil manner.

7. Do NOT sink to their level. As difficult as it may be, maintain your poise and professionalism.

8. Do not interrupt the parent, while listening to his or her concern. Make mental notes and save your comments.

9. Try to find some common ground and make your comments as positively as possible.

10. Avoid making generalizations concerning the parent’s motivation, attitude or character.

11. Do not use extreme statements such as, “You never …,” or “You always …”

12. Try to stay away from unhelpful and diversionary statements over “facts.” Focus instead upon, “It seems to me …,” or “As I recall …”

13. Be straightforward and honest. Do not, however, explain any more than is necessary. Often a parent is looking for some small opening to gain a hold in order to build their case or to attack.

14. Always thank the parent for expressing his or her point of view.

15. Try ending the meeting or conversation with, “I’ll take this conversation into consideration.” While this statement does not mean any guaranteed action other than thinking about what was discussed, it does provide the parent with the feeling that he or she has accomplished his or her goal. In this manner, everyone comes out feeling that they have won.

Credit to: David Hoch and Loch Raven High School, Towson, MD

12 Coach’s Handbook and Scorebook • • • • • • • • • • • • • • • • • • • • • • • • • • • • • messing around. I will avoid throwing and kicking equipment, complaining about positions I’m put into, and avoid coaches. I will set a good example at all times, by hustling, giving 100% effort, and be attentive to the I will be on time to games and practices. practice or game, I will notify my coach BEFORE this would happen. I will be committed to my team during the season--being at all practices and games. If I can’t be at a I will respect and adhere to the rules governing eligibility and competition. I will respect the volunteers are who assisting with the conduct of these events. I will express my concerns through the proper channels in a dignified manner. are part of everyone’s experience. I will do my best to remember that and tothat youthis supposed be sports, FUN winning and losing from their use at all games/practices. I will demand aenvironment sports that is free fromtobacco, drugs, and alcohol and will refrain ability. I will treat other players, coaches, fans and umpires with respect regardless of race, gender, creed or personal desire to win. I will place the emotional and physical well being of my teammates and opponents ahead of my contest administrators and umpires at every game. I will encourage good sportsmanship by demonstrating positive support for all players, coaches, I will not use profanity! I will not berate the umpires or “trash talk” to my opponent! I will communicate my concerns through the proper channels in a dignified manner. I will not use profanity. I will not undermine the coach’s instructions or directions. contest administrators and officials at every game. I will encourage good sportsmanship by demonstrating positive support for all players, coaches, implement and enforce them. I will read the BLBA Policies and do everything in my power to assist the BLBA organization to sex, creed or ability. I will ask my child to treat other players, coaches, fans and officials with respect regardless of race, I will do my very best to make youthfun for my sports child. by refraining from their use at all events. sports I will demand a drug, alcohol and tobacco-free environment sports for my child and agree to assist I will help her/him be on time for team events. I will insist that my child play in a safe and healthy environment. desire to win. I will place the emotional and physical well being of my child and the team ahead of any personal I will set a positive example and encourage good sportsmanship at all games. I will refrain from publicly ridiculing or verbally abusing any coach or official. embarrass my child(ren) or others by yelling negative comments at players, coaches or officials. I will refrain from publicly ridiculing or verbally abusing any player from either team. I will not I will enforce and support the Code of Conduct for players. Code Code of Conduct: Parents/Spectators Code Code of Conduct: Players • • • • • • • • • • • • • • • • • • • • • • • • because I cannot be there. coaches to coach the game, and will not reschedule it coach,As if I can’t be at a game, I will rely on my assistant players. sport that I coach and that I will teach these rules to my I will insure that I am knowledgeable in the rules of each challenging for all my players. I will do my best to organize practices that are fun and team members or make sure a qualified person does so. I, as a coach, will supervise the arrival and departure of all physical development for the same age group. individual, remembering the large spread of emotional and I, as a coach, will remember to treat each player as an players ahead of any personal desire to win. I will place the emotional and physical well-being of my with any player. I, as a coach, have never and will never have sexual contact before a practice, scrimmage or game. I, as a coach, will not use alcohol during the entire day policy of the board stipulates. I, as a coach, will play all players at least as equal as the problem arises. I, as a coach, will speak privately with a player whenever a player(s). I will never instruct a player to deliberately injure another I will set a good example at all times. I will teach playing by the rules. I will be on time to games and practices. physically abuse any player. I, as a coach, I will not intimidate, ridicule or verbally/ and competition. I will respect and adhere to the rules governing eligibility conduct of these events. I will respect the volunteers are who assisting with the dignified manner. I will express my concerns through the proper channels in a experience. and to that be FUN winning and losing are part of everyone’s I will do my best to remember that youthis supposed sports, games/practices. tobacco, and alcohol and will refrain from their use at all I will demand aenvironment sports that is free from drugs, respect regardless of race, gender, creed or ability. I will treat other players, coaches, fans and umpires with administrators and umpires at every game. positive support for all players, coaches, contest I will encourage good sportsmanship by demonstrating I will not use profanity! I will not berate the umpires or “trash talk” to my opponent! Code Code of Conduct: Coach

13 Coach’s Handbook and Scorebook tournament suspension,Lake possibleor Big expulsion from Baseball.tournament action, which disciplinary a to, from removal game(s),of themay limited parent/guardian is not league/but include, to the Code display of Conduct and good sportsmanship. Failure to adhere to the Code of Conduct may in result the Lakefollowing Big Baseball Code of Conduct. All Parents/Guardians/Coaches/Players are expected to adhere hereby I support, mypositive pledge youthcareencouragement for to and childin provide participating sports by

14 Coach’s Handbook and Scorebook

Big Lake Baseball Association13. 12. 11. 10. 9. 8. 7. 6. 5. I:4. Introduce3. 2. 1. Skill Progressions K: Keep Working On

______M:______Master______5 End of Level Accomplishment7

RC WM PWR SK MM Grades K-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Lineup

Teamwork 6 Basic Skills Understand role of each position and basic interaction I K K K M Basic coverage and backup responsibilities (Everyone moves) I K K K Fly ball priority positions and communication rules I K K K 1 2 Hit cutoffs and relays 8 I K K Basic Bunt defenses I K K 1st and 3rd defensive plays I K Run-down techniques with runners on base I K

Advanced pickoff plays 4 I K

Full bunt defenses I K Players

Rules 3 9 Understand how runs are scored I K K M M Understand how outs are made I K K M M Understand balls and strikes I K K M M Understand how and when runners advance I K K M Understand force and tag out situations I K K M Understand balks (when learning mechanics) I K K Know rules of my league I K K M

Fielding

Basic Mechanics 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. -Ready Position (Wide stance--feet moving, knees bent, palms up) I K K K M -Glove under hat to field ground ball (Down-Out-Up-In) I K K K M -Catch ball fingers up (fly) and fingers down (grounder) I K K K M ______-Catch ball in front of body I K K K M 5 7 -Cover ball with bare hand I K K K M

Intermediate Skills / Strategy Lineup

-Understand how to get an out (1st, tag, fly ball) 6 I K K M M -Fly ball above nose and eye level, two hands, glove foot in front I K K K M -Force outs, basic double play mechanics I K K K -1st base mechanics (straddle, see throw, stretch) I K K K -Position location knowledge (Where do I stand?) I K K K K -Basic throwing relays / cutoffs I K K K 1 2 -Catchers (3 stances, throw to 2nd (Process/Footwork) 8 I K K

Team Defense -Set to double play depth with footwork from all infield positions I K K K -Infield communication (plays, coverage, reading the batter) 4 I K K Players -Pitcher covering 1st base I K K -Outfield (break to ball, square to target, glove foot lead, throw) I K K K

-Catchers (signals, framing, reliably throw to all3 bases) 9 I K K

-Proper angle to ground ball / footwork I K K K -Outfield (Do or Die Ground balls to base) I K K K -Outfield Fence Drills I K K K -Catchers provide positive field leadership I K K M

15 Coach’s Handbook and Scorebook Big Lake Baseball Association I: Introduce Skill Progressions K: Keep Working On M: Master End of Level Accomplishment

RC WM PWR SK MM Grades K-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Baserunning Basic Skills Run to the proper base when ball is hit I K M M M Run past first base when appropriate (Toward 2nd or foul) I K K M M Look at base coaches I K K M

Intermediate Skills/ Strategy Safety execute a bent leg slide I K K K Steals and delayed steals I K K Show when and how to tag up I K K 1st 3 steps out of batter's box I K K K

Aggressive Baserunning Basic 1st and 3rd situations--when to run I K K Effective coach communication--sign pick up and response I K K Begin to demonstrate self-thinking / decision making on base paths I K K One Way Lead off 1st I K K Proper lead of all bases I K K Proper stealing footwork I K K Break on the pitcher's first move I K K Advanced 1st and 3rd situations--when to run I K K No one out, one out, two out baserunning rules I K K Self thinking on base paths I K K Observe and communicate pitcher's patterns I K K

Hitting Basic Skills Always wear helmet & only swing when in the batter's box or cage I M M M M Hold the bat with hands together/knuckles aligned I K M M M Square stance to the pitcher I K K M M Hands at top of strike zone I K K M Hit off a tee and soft toss I K K M M

DemonstratE Hitting Mechanics: Stance: Feet wide, knees bent, hands at top of zone I K K Stride: Small step, load hands/weight back at machine load/wind-up I K K Pivot: Rear leg "show the ump your cleats--belly button on plate" I K Swing: Hips, arms, two hand follow through I K K K Demonstrate pitch selection and bunt fundamentals reliably I K K Batting drills (tee, soft toss, batting cage live toss, bunting) I K K K

Team Offense: Hit line drives & hard ground balls (No bad hops for fly balls) I K K Selecting pitches based on count and coach signs I K K Develop hitting strategy vs. specific pitchers I K Practice situational hitting (hit & run, sacrifice bunts, bunt for hit, etc) I K K K Master situational bunting (Short Game) I K Aggressive versus defensive swings I K No stride hitting I K K M

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Big Lake Baseball Association I: Introduce Skill Progressions K: Keep Working On M: Master End of Level Accomplishment

RC WM PWR SK MM Grades K-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Throwing Basic Mechanics -Shoulder to target I K K M -Throwing Elbow above target I K K M -Step toward target and throw I K K M M

Hornet Pitching Progression -Grip (4 seam) I K -Snaps (Elbow high, square to target, wrist snap, rotation) I K -Glove knee down (shoulder, weight shift , follow thru) I K -Stride out (add feet, lead shoulder, weight, "Nose to Leather") I K -Hops (three hops, momentum and follow thru with feet) I K -Long Toss (Form not velocity, Accuracy critical) I K

Pitching Progression (6-Step) -Stance I K -Rocker Step I K -Pivot I K -Balance I K -Separation / Approach I K -Release and Follow through I K I K -Two seam grip, fastball, change-up I K -Wind up and stretch delivery I K -1st strike of first two pitches I K -Downward plane for the ball I K -Proper follow thru with all throws (Nose to Leather--Feet follow) I K -Pitch control (low strikes reliably, boxing and tilting) I K -Deliver strike to win 1 ball - 1 strike battle I K -Demonstrate effective Hold and Pickoff moves I K

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Kinder-ball to 3rd Grade Lineups for 10-14 Players (All lineups allow for rotating. No player plays same position more than one inning.)

Game Lineup for 10 Players Batting Order 1st inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning 1 Catch Pitch RC 2nd SS Right 2 Right SS Left 3rd LC Catch 3 RC Right 2nd Pitch 3rd LC 4 LC 1st 3rd Right 2nd Pitch 5 SS 3rd LC 1st RC 2nd 6 2nd LC Catch Left Pitch RC 7 Pitch Left 1st LC Catch 3rd 8 3rd 2nd Right Catch 1st Left 9 1st Catch SS RC Left SS 10 Left RC Pitch SS Right 1st

Game Lineup for 11 Players Batting Order 1st inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning 1 Catch Pitch RC 2nd SS Left 2 Out SS Right 3rd LC Catch 3 Right Out 2nd Pitch 3rd LC 4 RC 1st 3rd Right 2nd Out 5 SS 3rd LC 1st RC 2nd 6 2nd LC Catch Left Pitch RC 7 Pitch Left 1st LC Out 3rd 8 3rd 2nd Left Catch 1st Right 9 1st Catch Out RC Left SS 10 Left RC Pitch SS Right 1st 11 LC Right SS Out Catch Pitch

Game Lineup for 12 Players Batting Order 1st inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning 1 Out Pitch RC 2nd SS Left 2 Out SS Right 3rd LC Catch 3 Right Out 2nd Pitch 3rd LC 4 RC 1st 3rd Right 2nd Out 5 SS 3rd LC 1st Right Out 6 2nd LC Catch Left Pitch RC 7 Pitch Left 1st LC Out 3rd 8 3rd Out Out Catch 1st Right 9 1st Catch Out RC Left SS 10 Left RC Pitch SS Out 2nd 11 LC Right SS Out Catch Pitch 12 Catch 2nd Left Out RC 1st

18 Coach’s Handbook and Scorebook Bunt Coverage Bunt Coverage with Runner at 1st Base Bunt Coverage with a Runner at 2nd Base or with Runners at 1st and 2nd Base

• 3rd Baseman charges. • Pitcher and catcher charge. • 1st Basemen charges. • Shortstop covers 3rd Base. • Catcher charges. • 1st Baseman stays put • Shortstop covers 2nd Base. • 2nd Baseman covers 2nd • 2nd Base Covers 1st. • 3rd Baseman stays put. Bunt Coverage with a Runner at 3rd Base

• 1st Basemen, Pitcher, 3rd Baseman charges. • Shortstop covers 2nd Base. • 2nd Base Covers 1st.

19 Coach’s Handbook and Scorebook Cut Throws to Home Cut to Home: Ball hit to Left Field

Cut to Home: Ball hit to Center Field

• Pitcher Backs up Home. • Left Fielder throws to 3rd Baseman. • 3rd Baseman throws Home. • Pitcher Backs up Home. • Shortstop Covers Third Base • Center Fielder throws to 1st Baseman. • If the ball isn’t DIRECTLY hit to left field, • 1st Baseman throws Home. then the 1st Baseman takes the cut. • Shortstop Covers 2nd Base Cut to Home: Ball hit to Right Field

• Pitcher Backs up Home. • Right Fielder throws to 1st Baseman. • 1st Baseman throws Home. • Shortstop Covers 2nd Base

20 Coach’s Handbook and Scorebook How to Bunt

As the ball comes to the plate, pivot your upper body toward the pitch while keeping your feet in their stance position. Get the bat out in front of the plate.

Slide your top hand up near the bat label. Pinch the barrel with your fingers and thumb, your thumb on top. This action shapes the hand into a U that absorbs any impact when the ball strikes your bat. It also protects your fingers

21 Coach’s Handbook and Scorebook Catcherʼs Tips When the catcher catches the ball above his knee, he should catch it with his thumb side up. If it is caught below the knees, catch it with the thumb pointing out.

When a ball is thrown off to the side, the catcher should slide over and get his body in front of the ball.

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Coach’s Handbook and Scorebook Game Lineup for 13 Players Batting Order 1st inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning 1 Out Pitch RC 2nd Out Right 2 Out SS Right 3rd Out Catch 3 Out 1st 2nd Pitch Right Out 4 Right Out 3rd SS 2nd Out 5 2nd Out LC 1st 3rd Out 6 3rd Out Catch Left Pitch RC 7 Pitch Left Out LC SS 3rd 8 SS LC Out Catch 1st Pitch 9 1st Catch Out RC Left SS 10 Left RC Pitch Out LC 1st 11 LC Right SS Out Catch Left 12 Catch 2nd Left Out RC LC 13 RC 3rd 1st Right Out 2nd

Game Lineup for 14 Players Batting Order 1st inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning 1 Out Pitch RC 2nd Out Right 2 Out SS Right 3rd Out LC 3 Out 1st 2nd Pitch Right Out 4 Right Out 3rd SS LC Out 5 2nd Out LC Out 3rd 1st 6 3rd Out Catch Left Pitch RC 7 Pitch Left Out 1st SS Out 8 SS LC Out Catch 1st Left 9 1st Catch Out RC Out SS 10 Left RC Pitch Out 2nd 3rd 11 LC Right SS Out Catch Pitch 12 Out 2nd Left Out RC Catch 13 RC Out 1st Right Out 2nd 14 Catch 3rd Out LC Left Out

Batting Order 1st Inning 2nd Inning 3rd Inning 4th Inning 5th Inning 6th Inning

1

2

3

4

5

6

7

8

9

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11

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The Basic Fundamentals

There are a lot of fundamentals listed in this section. Obviously, players will learn at different rates and a coach can not expect a player to be able to pick up on all of these fundamentals, especially at the ages of 5 and 6. The goal here is to teach through repetition and using the games approach to drills. Try to correct the most severe issues first. Also, many of the players will have several of these fundamentals already in place. Your goal is to identify what they can do better, and work with them one skill at a time to help them improve. Rotate players through all positions in the infield and outfield. Game experience is a valuable tool. It will help your player to learn in a game situation and will help you to evaluate your teaching methods. Also, rotate your batting order from game to game. Lastly, do not keep score. The reason score is not kept at this level is so the player can concentrate on the basics of baseball without the added pressure of winning or losing a game. If a player tells you they know what the score is, or asks you what the score is, simply tell them that we don’t keep score at this level. Rules & Concepts At Tee Ball and In-House, kids are usually getting their first exposure to structured play. Therefore, they should learn these basic rules and concepts (obviously not all in one day or one practice). • Strike • Ball • Safe • Out – Teach them the ways the defense can record an out. Also, teach them to call the number of outs after every batter when on defense • Defense (in the field) • Offense (batting) • Fair territory • Foul territory and what constitutes a foul ball • First Base, Second Base, Third Base, Home Plate • Where does the batter stand? (not on home plate) • Field Positions and the difference between infield and outfield • Force plays and tag plays - They will likely not understand this for a while, but you’ll be surprised at what they’ll pick up as the season progresses. • Introduce backing up bases defensively ! • Equipment • Gloves - You may have to talk to some parents about that child who’s using his dad’s old softball glove, or the child who is using the vinyl souvenir autograph glove their older brother got at a game six years ago. The glove should be appropriate for the child’s size. Several companies make “easy catch” models geared towards this level of play. You may need to talk to parents about how to break in a glove for their player. • Helmets – Helmets should always be worn whenever a player handles a bat. Get them in this habit now. • Spikes and protective cups – The earlier that players get accustomed to wearing baseball spikes and protective cups, the better. Wearing these necessary pieces of equipment now eliminate the future distraction of having to get used to them later. Also, spikes are highly recommended on wet grass, which you will likely play on at least a few times in those early morning weekend games.

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Fundamentals

Throwing / Pitching a Baseball • Teach the proper grip on the baseball, with either two or three fingers. • The grip should be comfortable. They should not grip the ball so tight you see strain in their fingers. • Have them learn to point their glove or glove hand elbow to the target as they step to throw. • Step to throw with their glove hand foot. • The throwing arm should be brought back behind them, elbow bent around 90 degrees, ball pointing away from their head (if they were throwing off a mound to home plate, their throwing hand would point away from home plate, like they are showing the ball to the center fielder). • Push their body towards the target (a good mental image at this level is to have the player push their nose at the target) • Follow through on all throws. The ball should come off their middle finger so it has backspin. It should not rotate like a football spiral. After release, the wrist should bend naturally, and their throwing hand thumb should naturally come to the opposite hip. • Note that these fundamentals also apply to pitching, with the pitching motion ! incorporated in the throw. Catching a Thrown Baseball • Players should stand in an athletic stance (knees bent, weight forward looking at the player with the ball). Teach players to keep their feet moving. Don’t allow players to stand like statues when they are catching a thrown ball. • Try to teach kids to look at the logo on the cap of the player who is throwing. If players are using the correct throwing fundamentals, this will help them focus on the release point of the throw, ensuring they see the ball as long as possible. • Two hands to catch – Above waist, thumb to thumb, below waist, little fingers together. It’s very important to break youngsters of using their throwing hand to squeeze the back of the glove. This may help them close the glove, but it also virtually eliminates the pocket of the glove because it’s squeezed together. The proper way to catch a ball with two hands is to teach them to use their throwing hand to cover the opening of the glove after the When the ball is thrown, they should move their feet to “circle the ball” or keep the ball within the framework of their body. This is easy to teach if you instruct the player to keep their feet moving as the thrower is throwing the ball. !• Lastly, watch the ball into the glove. ! ! ! ! !

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Catching a Ground Ball Catching a grounder involves the same basic glove fundamentals as catching a thrown ball below your waist with the following exceptions. • Fielders should keep their hands in front of them as they field a ground ball. They should not let the ball get between their feet. • They should be taught to move their feet and get in front of every ground ball. • They should field the ball “from the ground up”. This means that the glove should be down touching the dirt, and they should move the glove up if they need to catch a bouncing ball. They should not keep the glove high and try to move it down or trap the ball. Kids will usually keep their glove high because of a fear of getting hit by the ball, so be patient with them as you try to teach this skill or try to break them of the habit of keeping the glove They should use two hands whenever they are in front of the ball. If they are fielding a low bouncing or rolling ground ball, teach them to use their throwing hand on top of the glove, like an alligator’s mouth, catching the ball in the glove and holding it with their throwing hand. • ! Catching a Fly Ball

You will likely have very few players ready to catch a fly ball at this level. If you are going to practice this, start them out catching tennis balls. They will not get hurt or discouraged if they miss the catch and the ball hits them.

•Teach them to use two hands on all fly balls.

•They should always keep their feet moving and run underneath the ball.

•Both hands should go up over their head, but not blocking their view of the ball.

•Two hands to catch – Above waist, thumb to thumb, below waist, little fingers together. It’s very important to break youngsters of using their throwing hand to squeeze the back of the glove. This may help them close the glove, but it also virtually eliminates the pocket of the glove because it’s squeezed together. The proper way to catch a ball with two hands is to teach them to use their throwing hand to cover the opening of the glove after the !ball has entered the glove. ! ! ! ! !

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Batting There is no one way to teach hitting. The main thing you will need to do is teach some simple fundamentals while making sure that players are not going to extremes with stance, hand position bat position and elbow position. At this young age, it is important to recognize the fact that players will be afraid to get hit by the ball. Keep this in mind as you work with them on fundamentals. The goal is to teach them the skills and fundamentals that are present in any good stance or swing. Stance

•When taking their stance in the batters box, they should stand comfortably athletic (bent knees, bent waist, head facing pitcher.

•Feet should be spread apart about the same distance as their shoulders.

•Their body position should not be drastically open or closed. Slightly open or closed is acceptable.

•Elbow position really does not matter, as long as the elbow is not pinned to their side or sticking up in the air higher than parallel to the ground. They should be comfortable – not tense or stiff.

•The bat should be gripped in the fingers, not in the palm of the hands. If the batter is a right handed batter, their right hand should be at the top of the grip. The opposite goes for a left handed batter.

•Hands should be generally by the top shoulder. The main key here is that the barrel of the bat is not pointing down towards the ground.

•Head should be turned towards the pitcher. Player should be taught to look at the logo of the pitcher’s cap. This will help them greatly in picking up the ball out of the pitcher’s hand. If you are managing a tee ball level, you should teach kids the proper head movement by having them take their stance, turn their head to look at the pitcher, then move their head to the ball and swing. This will greatly help keep the tee ball player from developing an uppercut. It will also teach them to hit the “top half” of the ball. NOTE – If you are managing at the tee ball level, you should set the tee up no higher than the batter’s waist.

•There should be some slight movement as they wait for the pitcher to throw. It’s easier to swing a bat when the body is already moving. ! ! ! !

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Swing

•Players should turn their head to track the ball to the bat. In tee ball, instruct the player to look at the pitcher, then move their head to look at the ball and swing.

•The player should take a short front foot stride, no more than a few inches, without a huge lift of the front foot.

•Make sure the batter is stepping in the general direction of the pitcher. Avoid severely stepping away from the ball (in the bucket) or severely towards home plate (diving at the ball)

•Teach the player to drive their hands or the knob of the bat towards the ball. The bat will go where the hands go. The player should avoid dropping his hands and raising them back up (a hitch) as they swing.

•The hitter’s head should be down, looking at the ball (head on the ball).

•Do not teach the player to “squash the bug” with his/her back foot. Squashing the bug encourages leaning back as you swing ,which leads to hitting “off the back foot” and upper-cutting. High school, college and pro coaches teach the batter to point the laces of his back foot shoe towards the pitcher. This helps the player swing aggressively at the ball and move their body weight to the front foot.

•Teach the hitter to swing through the ball, not at the ball. Their belly button and both knees should be pointing at the pitcher after they finish their swing. The hands should finish at least shoulder high.

•Instruct the player to finish his swing, then run to first base.

•Teach the difference between a ball and a strike and the strike zone dimension.

•Players should learn to stride even if they are not going to swing at the pitch. !•Players should learn to hit the ball out in front of the plate. ! ! ! ! !

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Base Running

•Teach the proper direction and sequence for running the bases.

•Emphasize running through first base, not running to first base or stopping on first base.

•Teach them that if they miss a base, they need to go back and touch it before they can go to the next base.

•Start teaching players that when they are on base and a ball is hit in the air, they should not leave the base until the ball has either hit the ground or been touched by a fielder when less than two outs. This will be very difficult for them to understand at first. However, the sooner they begin hearing this, the faster they will begin to understand it. You will be surprised how quickly some of the players will understand this concept once they see it in a game.

•Kids should learn how to slide at this level. They all want to do it (what kid doesn’t want to get dirty?) so teach it. Only feet first sliding should be taught. The slide should start about three steps before the base, but this will vary from player to player. The player puts out one foot (usually the left), and tucks the right foot and lower leg underneath their rear end. Hands should be in the air, and hands up in the air. With practice, the player will develop an understanding of when he or she should start their slide so they reach the base, but do not jam their foot or leg into the base. ! ! ! ! ! ! ! ! ! ! ! !

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Drills

This section contains sample drills. Use these as they are diagrammed or make some changes to them so they are more applicable to your age level. These may even serve as a basis off of which to create your own drills. This is a living document, so if anyone has a great drill they want to share, please feel free to forward them to the coaching coordinator.

Infield Third Base Drill

The Drill: Take two catchers and have them put masks on. Break the remaining players into two groups. Set one line up at third base and one line at first base. The coach hits a ground ball to the first player at third base. That player fields the ball and throws to first. The first baseman completes the play and throws the ball back to the catcher. Then the players involved in the play move to the end of the line and the next players step up to field the next play.

Coach Emphasis: Players should take a creep step (small step forward) just before the coach hits the ball. Make sure players use proper form when they throw. Remind them not to hurry their throws. Also, the player should retrieve the ball and make the play if they mishandle the ball.

Notes: This drill works very well to help strengthen players arms since they are making the longest throw in the infield. Also, especially at younger levels, the third to first throw is the longest throw any player on the diamond will make with the possible exception of the catcher throwing to second. Players don’t realize that they are working on arm strength.

Three Man Relay

The Drill: Divide the team into groups of three. Each group lines up straight with 15-25 yards between each player. Give a ball to the player at one end of each line (the first player). On the go command, the first player throws to the middle player. The middle player catches the ball, turns to his glove side towards the third player, and throws the ball to the third player. The third player then throws to the middle player who again turns to his gloves side towards the first player and throws the ball back to the first player.

Coach Emphasis: Rotate all players through each position in this drill so all get work as relay (middle) players. Emphasize catching the ball cleanly, turning to the glove side when turning to throw, and making a strong and accurate throw. At younger levels, good control of the ball is key. Lastly, players must move their feet to get an off target throw. They can not perform this drill standing still.

Face to Face Drill

The Drill: Divide the team into two lines. Have the first player in each line face each other with the other players lined up behind the first two. The first person in one line throws a ground ball to the first person in the other line. After throwing the grounder, that player moves to the end of his line. The player who catches the first grounder throws a ground ball back to the next person in line and then moves to the end of his line. Continue this for five minutes.

Coach Emphasis: Players should take a creep step (small step forward) just before the coach hits the ball. Make sure players move their feet, look the ball into their glove and field the ball with two hands. The first player in line should step up and immediately be in ready position. You want this drill to move at a quick pace. !

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Circle Drill

The Drill: Have players form a large circle with about five feet between players. One player starts with one ball and throws a ground ball to the player across the circle from him. That player fields the ball and throws a ground to the player immediately to the right of the one who threw him the ground ball. This pattern continues around the circle until the coach stops the drill. To get players more touches, add more balls to the drill. This can be done with our without gloves.

Coach Emphasis: Players should take a creep step (small step forward) just before the player throws the ball. Make sure players move their feet when the ball is not thrown directly to them. They should also use two hands to field the ball.

Around the Horn

st The Drill: Assign players to catcher (with mask) behind the plate, pitcher, 1 base (on the bag), nd rd 2 base (on the bag),and 3 base (on the bag). The pitcher makes a pitch to the catcher, who comes out of his crouch and throws to third, who throws to second, who throws to first, who throws to the catcher who throws to second to complete the drill.

Coach Emphasis: Catching the ball smoothly is the most important part of this drill. Make sure players use proper form when they throw. Remind them not to hurry their throw. The coach can add things like dropping a tag before throwing, throwing the pattern in reverse (catcher to first to second to third to catcher to second). Also, the player should retrieve the ball and make the play if they mishandle the ball. ! Outfield Outfield Pass Patterns

The Drill: Line up the team behind you and to your right. Pick out a landmark and instruct the first player that when you say “GO” to run straight at it until the player is told “left” or right”. Throw the ball to the left or right trying to lead the player like a quarterback leads a receiver. As you throw the ball, call the direction you threw the ball. The player should look over the correct shoulder, find the ball in the air, and catch the ball (or knock it down and chase it), turns and makes a strong throw back to the coach.

Coach Emphasis: This is a great drill for outfield. Players work on many different skills at the same time – including tracking the ball, finding the ball in the air, running with minimal shaking of their head, catching the ball on the run, keeping the ball from getting past them, possible diving catches, and turning to make a strong throw back to the infield. Any of these skills can be emphasized by the coach during this drill.

Notes: This is a very effective drill for teaching players good outfield play. With the exception of reading the ball off the bat and catching the ball while running towards the infield, this drill covers all other aspects of outfield play. ! ! ! !

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Pitching Team Flat Surface Pitching

The Drill: Line the team up on the outfield foul line extended, with each player using the line as the pitching rubber. On go, the players should begin their windup with a small backwards step of the lead leg. Then, they should pivot on their post leg (the leg with the foot on the rubber), bring their lead leg up pivoting to point their lead shoulder towards the target, and balance on the post leg for a few seconds. Then, they should plant their lead leg, pointing their glove or their glove arm elbow at their target and bringing their throwing hand up behind their head, with the palm pointing towards second base if they were on an actual mound. Pause for a few seconds. Then have them complete the throwing motion by pushing their nose towards the target, completing the arm motion, bringing their throwing hand to their glove side hip, bending their back, and bringing the post leg off the rubber and roughly even with their plant leg, putting them in a good fielding position.

Coach Emphasis: This seems like a lot, but it’s really taking the pitching motion and breaking it down into segments, having the player pause at each segment. There is a lot of opportunity for the coach to direct, correct and instruct at each pause.

Notes: This drill can be done by more advanced players at home in a mirror. The feedback from a mirror greatly helps players see what they are doing wrong and what needs to be done to correct it. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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Hitting

Overcoming Batter’s Fear

The Drill: Instruct players to turn away from the pitch, exposing their “big parts” – back, butt and shoulders – to the pitch. Once they understand what you want them to do if the pitch is coming at them, put them on one side of a fence about 6 feet away from it. The coach goes on the other side of the fence about 35 feet away from it (Yes, the fence is between you and the hitter). The coach throws pitches at the fence, some where they would be strikes and some at the hitter. This drill lets the player learn how to get out of the way of a pitch without the fear of actually being hit. It also helps players learn what a strike will look like vs. a pitch that is inside.

Coach Emphasis: Make sure to coach players on how to get out of the way of a pitch before doing this drill so they can practice the right way to move out of the way.

Soft Toss (from behind home plate)

The Drill: The coach takes a bucket of baseballs and sets home plate up so it is facing a net. The coach kneels down about 6 feet behind home plate (where the catcher would be) and throws underhand through the strike zone. The batter’s job is to look towards the coach, track the ball, and make contact with the pitch while it is moving away from them. The coach should throw the entire bucket of balls. The pitches should not bloop or have arc.

Coach Emphasis: Players must take a short, quick, compact swing to make any contact at all. Hands should be by their ear and the hands need to move directly to the ball. A good mental image for the hitter is to try to hit the ball with the knob of the bat. Any hitch or set in the swing (bringing down and up of the hands) will prevent them from making any contact. If the player leans back when he swings, this will prevent contact. Also, too long of a stride will prevent them from making contact. If they swing properly they should be able to pull an inside pitch and hit an outside pitch to the opposite field.

Notes: This drill provides a lot of immediate feedback to the player and works very well to eliminate any hitching or setting of the hands as well as quicken the swing and make it more compact. It’s an especially useful drill to use right before having the player face live pitching for BP. If they bring any of the principles they learned at this drill to live pitching, they will see a marked improvement in their hitting – especially power ! ! Base Running Sliding Drill

The Drill: Set up three bases in a straight line about 15 feet apart from each other. Break the team into three groups. Have them run and slide into the base. Be sure to instruct them on the principles of sliding as presented in the base running section of the Basic Fundamentals chapter.

Coach Emphasis: Players should not slow down as they approach the base. They should slide hard with their hands up. Also, make sure they don’t slide too late. This will be obvious as they will appear to jam their foot into the bag or not look like they really slid into the base at all.

Notes: To start this drill for the first time with younger players, have them slide on grass. It is softer and provides less resistance when they slide. After five reps or so, have them slide on dirt to get the feel of sliding on it. Younger kids love this drill.

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