UNIT PLAN ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE HEALTH & PHYSICAL EDUCATION Teacher: Matthew Lichtenstein Unit Title: Team Softball Grade level: 9-10 Number of classes: 5 Duration of classes: 80 minutes; No. of Students: 24 A. Unit Context & Rationale: Content Statement(s) Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork.
Big Ideas What are the main strategies in the game of softball? What skills can be practiced in order to be successful? How can proper form enhance performance in team softball? Why is it essential to practice throwing, catching, and hitting? How can becoming familiar with the rules aid an individual in softball? Student abilities/ Students will be on different levels of abilities. Some students may skill proficiency level excel in softball, where as some may be unfamiliar to the game. Overall students will be on a beginner/intermediate level. Students will need general proficiency in team softball. Anticipated difficulties and Difficulties on a psychomotor aspect will be difficulty with throwing how they will be addressed with accuracy to his/her target. Another anticipated difficulty would be students’ ability to field the ball. These difficulties will be addressed through practice and repetitions. For an example, if a student is throwing with poor accuracy, evaluate his/her form, and pick out the part that is not correct such as feet out of alignment. Difficulties on a cognitive aspect will be students not comprehending the rules or strategies of the game of softball. Students might struggle in games or tournaments, where different situations will come in play. These difficulties can be addressed through practicing with different situations (There is 1 out and a runner on first and third, what should we do?). Difficulties on an affective domain will most likely be students becoming frustrated with performing skills or students loosing interest in activities. These difficulties can be addressed, by talking with students that are struggling and creating modifications that can help those students to be successful. Students who loose interest easily, can be attracted to new and refreshing games. References http://www.state.nj.us/education/cccs/2014/chpe/standards.pdf -Webpage
B. Learning Outcomes, CPIs and Assessment Evidence Unit Goals Critical NJCCCS CPIs Addressed in this unit: CPI # 2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).
Revised August 2012 CPI # 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.
CPI # 2.5.12.C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.
Domain Unit Learning Outcomes Assessment Evidence Psychomotor Students will perform proper Teacher observation of skills during practice, form when fielding a ground ball. games, and activities. Students will show skills required Self and peer assessments. to catch a fly ball. Formal skill assessment. Students will throw and catch with 75% accuracy or more. See Appendices Students will swing with proper form. Cognitive Students will understand the Informal questioning during skill practice or game rules of team softball. play. Students will comprehend base Review at the end of each session. running strategies. Formal cognitive assessment. Students will be more aware of situation play. See Appendices Students will understand how proper mechanics can enhance performance. Affective Students will work together in Teacher observation during practice, activities, order to help each other get and games. better. Self and peer assessment. Students will cheer for one Formal affective assessment. another. Students will show respect by shaking hands before and after See Appendices games. Students will show sportsmanship and be team players. Culminating Performance Task(s): Each student will show a high understanding of skills and when to apply those skills. By the end of the unit students will be playing team softball without thinking, students can be seen using strategies in different situations or using sportsmanship against opponents. C. Daily Lesson Description Total Length of unit: 5 lessons* Lesson # 1 of 5. Title: Throwing/Catching
Revised August 2012 Introductory activities: Students will perform a warm up exercise, increasing the heart rate. Students will first find a “spot”, which will be his/her space to perform the exercises. Creating a safe place for each student to stand will allow students to spread out and keep an appropriate distance away from each other. Students will warm up, by performing the following exercises 3 times each: 30- second planks, Russian twists, and arm circles both forward and backwards. Explain to the students that focusing on the core before throwing and catching is important, because the core is the main source of where the force comes from when throwing a softball. Next, have the students find a partner based off of the same month of birthday as his or hers. This will create students to communicate with each other and create diversity among the classroom. Then students will line up approximately 20 feet away from each other and play the “Accuracy Game”. Students will focus on accuracy of throwing during this activity. They will also practice catching with soft hands keeping the target still after the catch. Students will receive a point for throwing the ball at the chest area and no points for anything outside of that target zone. Students will play to the first person that scores 10 points.
Fitness Activity: See appendix (10 minutes)
Instructional core of lesson: Throwing and Catching Show a video on proper throwing and catching techniques. Discuss throwing and catching skills and main components of performing throws with accuracy. Discuss the speed/accuracy tradeoff with the students and explain to them that with more speed, they will lose accuracy. Instruct the students to find his/her spot markers and then hand out a towel (Each towel will be cut up strips of a regular sized towel). Students will work on form by holding on to the towel like it is a ball. Students will be asked to close their eyes and visualize what they are doing. With their eyes closed, students will be able to picture the proper mechanics on how to throw a softball in their minds. Students will have the towel to create a whipping effect and to make the situation more realistic. Next students will be required to practice catching a coin. During this activity, students will be with their partner and have to catch a coin with proper form. This will create each student to over compensate on skills in order to catch a tiny object.
Culminating activity: Long Toss Students will pair up with the same partner as before and line up in the middle of the gym parallel with the half court circle, spread out down the court of the gym. Students will begin by a short toss to their partner. The partner who catches the ball will take one step backwards, creating a further distance to throw. If a student misses the ball, they will take a step in. The object of the activity is to be as far away as possible from your partner. Students who get as far as possible will signal, by putting their hands up. After a 5-minute timer, the buzzer will sound and another round will begin.
Closure: Tell the students to gather into a circle and discuss the importance of proper technique in throwing and catching. Lesson # 2 of 5. Title: Fielding Introductory Activities: Students will perform a warm up of different exercises and stretches that will be used in the following activities. Students will begin by stretching the upper extremity and holding each stretch for 15 seconds. Next students will stretch the lower extremities, because they are important in fielding. Discuss the key components in fielding a ground ball and catching a pop-up. To get the students ready for softballs coming in their direction, the students will play a version of dodge ball. During this modified game of dodge ball, students’ objective will be to get the ball in the basket to score 5 points for their team, if the opposing team catches the ball, they will receive 2 points. Creating this game will allow the students to work on fielding a pop-up.
Fitness Activity: See appendix (10 minutes)
Revised August 2012 Instructional core of lesson: Fielding Students will choose a partner based on the same color shoes. Students will line up across from each other by approximately 10 feet. One student will roll and throw the balls at the other student, who will move around to field each ball with proper skills. Students will each get 10 attempts, of a variety of different plays. Students should be shuffling side to side to field ground balls and running in space to catch pop-ups. Students will record his/her score on how many plays they each make out of 10.
Culminating activity: Outs The classroom will be divided into two separate teams. Each team will get 3 outs during the activity. The team in the field will randomly choose a position, where they will be required to field the ball and get the other team out by throwing it to the base or catching the ball. The team on offense will strictly be base runners. The instructor will be throwing or rolling the balls to create different situations each time. Whichever team scores the most runs by the end of a 7-inning game will win. Defense fielding will be the winning determinate of the game.
Closure: Gather the students together and discuss proper fielding techniques. Review the key components of fielding and ask for a volunteer to explain to the class the main skills involved in fielding a ground ball. Then choose a different student to explain to the class the proper mechanics of fielding a pop-up.
Lesson # 3 of 5. Title: Batting Introductory Activities: Create a learning focus that discusses the importance in batting and the main components involved in order to be successful. Show a video of a major league baseball player with proper form (Albert Pujols), so that the students see one of the best batters of all time. This will give the students a great demonstration on how to swing a bat. Students will work with a partner to help each other assess each other’s swings.
Fitness Activity: See appendix (10 minutes)
Instructional core of lesson: Hitting Students will work on tees to practice proper swinging techniques. This will help isolate the students’ swing to help them focus on the mechanics of the swing, instead of trying to kill the ball in front of them. Students will pair up with the same partner and set the ball up on the tee for each other. The objective of this activity will be to cleanly hit the ball off of the tee into the net ahead of them. Students will record their accuracy of hitting by keeping score of every clean hit into the net out of 10 attempts. By evaluating the students, students will be able to understand his/her current level of ability.
Culminating activity: Single, double, triple, Home Run! Students will be in 6 different groups of 4 students to each group. Students will take turns hitting off of the tee into the net. On the net there will be duck tape in different colors that represent a certain hit. A single will be represented in yellow tape and will be at the lowest level. A double will be set a little higher and be green tape. A triple will be moderately higher and will be viewed in blue tape. Finally to hit a home run, students must hit the ball above the red tape. Students will each have 5 attempts and record his/her score based on the runs scored. This will allow the students to work on his/her skills on rules of the game as well as hitting.
Closure: Students will meet at the center of the gym and sit down. Discuss with the students on the main components in performing a swing with proper mechanics. Next ask for a volunteer to show what they have learned.
Revised August 2012 Lesson # 4 of 5. Title: Rules/Strategies Introductory Activities: Students will be asked to perform a handout that will assess the students’ ability to understand the rules and strategies of the game of softball. Students will have the opportunity to take this assessment before and after the lesson.
Fitness Activity: See appendix (10 minutes)
Instructional core of lesson: Rules/Strategies Students will practice base running with proper form. Discuss how base running is an important aspect to the game. Base runners will need to understand the rules of the game and certain strategies to perform optimally.
Culminating activity: Situational Play Students will be given questions on certain situations. For example, what should the shortstop do if a groundball is hit to them with 1 out and a base runner on 1st base? An appropriate answer would be for the shortstop to try to turn a double play. Students who answer the question correctly will have the opportunity to hit against the defense. Students should want to have the opportunity to hit the softball and ultimately answer the question correctly.
Closure: Gather the students together in the center of the gym. Give each student a new handout of the same questions of before. Students should show progress throughout the lesson, and be able to improve the previous scores.
Lesson # 5 of 5. Title: Games/Tournaments Introductory Activities: Students will warm up with their teams of 4 and prepare for the tournament. Students will practice throwing, fielding, hitting, and going over the rules and strategies with each other.
Fitness Activity: See appendix (10 minutes)
Instructional core of lesson: Games/Tournaments Students will play mini games of 4 on 4 in order to practice all of the new skills they have learned. Students will play a modified game of softball where they have to run on offense and defense and hit the softball off of a tee. This will allow the students to work on individual skills. In order for students to score a run they will need to reach first base before the defense makes a clean play and puts their hands up.
Culminating activity: Tournament Students will remain in their team of 4 players. There will be a round robin tournament of the modified softball game where students play each team and whichever team has the best record at the end of the tournament will win. Students will play the same game and keep track. Games will be set on a timer for 5 minutes. At the end of 5 minutes the game will end, unless the away team needs to get last at bats.
Closure: Review the likes and dislikes of the activity and the main components involved. Create a discussion that allows the students to share his/her input on what they thought the most important element was in order to win the game.
Revised August 2012 D. (Reflection) Student Outcomes: Describe degree to which students met unit learning outcomes: Teacher Effectiveness: What went well? What needs work? What unit modifications are necessary?
APPENDICES Appendix 1: Unit Assessments Cardiovascular: By: Alexandra Green Direct students to choose a partner from their sport education groups and to line up across from each other. Have the students take turns throwing and fielding the ball back and forth with their partners.
Inform students that Student A will throw the ball to student B then Student B will roll the ball to student A and then students will run and switch positions at a fast pace repeatedly for 10 sets.
Direct students to choose a partner from their sport ed groups and to line up across from each other.
Have the students then field the ball back and forth once and then do one jumping jack. Inform the students to then repeat this ten times increasing the jumping jacks by 1 each time.
Flexibility: By: Matthew Lichtenstein Introduction: Welcome students and tell them to spread out and that its time for stretching. Explain that as a class they will be performing stretches that are relevant to softball, and without proper stretching before playing softball, students are prone to many injuries.
Flexibility Activity:
1. Perform arm circles
a. 15 seconds forward
b. 15 seconds backwards
2. Hold the bat above and behind your head and reach up high and hold for 15 seconds.
3. Shoulder Stretch across the body (Rotator Cuff right and left side)-15 seconds
Revised August 2012 4. Over the Head Shoulder Stretch-15 seconds
5. Medicine Ball Standing Twist (With a softball as a substitute) with a partner-10 each
6. Hamstring Stretches (down to the right, left, middle)-15 seconds
7. Quads, hold each foot back by the butt (right and left)-15 seconds
8. Groin stretch, Get down on the ground, butterfly stretch-15 seconds
9. Sitting down, have students grab the left foot then the right and reach as far as they can to the
middle-15 seconds each
10. Have the students stand up and have them stretch their forearms flexed and extended (right
and left arms)-15 seconds
Conclusion: Students should be ready to perform the activity and play softball with all of their joints loose and ready to go. This will allow safe play with the best possible prevention of injuries
Strength Training: By: Ryan Pavlik
Upper- Shoulder abduction. Shoulder abduction helps strengthen the deltoid and the rotator cuff muscles. Students will perform 10 shoulder abduction exercises while keeping the shoulder girdle back. Also, the arms will start by their side at the waist and end up shoulder height. Another workout could also be bear walks. This exercise strengthens the shoulder muscles and rotator cuff muscles just as much. Have students bend down in a crouch position and put their hands forward. With the bear walk make sure individuals keep their buts down while they complete bear walks. Have students complete bear walks from sideline to sideline on a basketball court. These exercises are good because you do not need a lot weights for the exercise so it does not put much stress on one’s shoulder.
Core- Russian twist are one of my favorite exercises to perform for the core. Especially in baseball or softball because not only does it strengthen the core but also our lower back and works on rotation.
When we hit in baseball or softball we rotate so this exercise is very beneficial to this game. With
Revised August 2012 Russian twist students will need to sit on the ground and extend their legs. Cross the legs while keeping them in the air. With your hands go from side to sid while keeping the core tight. Another core exercise I like to do is planks. Students can lay on their stomachs on the ground. To start the plank students will light their bodies up with keeping their balance with their forearms. Make sure student’s buts are not sticking up and their hips do not sink. Have students do planks for 45 seconds with correct form. This exercise is to keep students core tight and work on the transverse abdominis. I think planks are one of the best core exercises there are. Planks work out our transverse abdominis which is part of the core that does not show. Transverse abdominis helps us keep a good posture with our back as well.
Lower- Squats are a strength exercise that most baseball and softball players use because it provides strength and power in our lower half. Student’s feet should start shoulder width apart. First movement should having students buts go back. Once the students but goes back they can start lowering their body weight. Go all the way down until the knee and leg make a 90 degree angle. Have students complete 10 reps. In this game our legs are essential in hitting and especially throwing the baseball. A lot of individuals get mistaken with this concept. Another great exercise is lunges. Lunges are also essential to any athlete who uses their legs in the sport. Student’s legs should start together in the middle of their body. Bring the right foot forward about 2 feet. Drop the body weight making sure of two things, the front knee does not go over the front foot and the back knee does not touch the ground. Without those two things happening students will be doing lunges with incorrect form.
Have students complete 10 lunges for each leg.
Appendix 2: Unit Daily Activities Psychomotor Assessments:
Throw/Catch Assessment: By: Alexandra Green
Students will have a catch with their partner within the throwing zone of 15ft. Students will then be assessed on their throwing and catching abilities. Each time the ball is thrown and caught with good Revised August 2012 form the student will receive a point. Each student will receive 3 warm up tries and then will be graded out of 10 attempts.
Softball Fielding Assessment: By: Matthew Lichtenstein
Name______Date______
Instructions: Students will be assessed on two different domains for fielding. The first one will be fielding a ground ball and the second will be fielding or catching a pop-up. Students will each have 5 attempts to field the ball in each of the two components, so a total of 10 attempts in both. The ball will be fed to the students from a classmate.
Scoring: 1 point will be given to a clean successful play, if students do not field the ball cleanly or miss the ball he or she will not receive a point for that play.
Score: _____/10 (_____%)
Skill Performance: By: Ryan Pavlik
Skill- Students will start off 15 feet apart, one partner having the ball. Students will complete 10 good throws each until they can move back. Students must also focus on catching the ball with proper technique, keeping eyes on the ball at all times as well as with two hands. After completing 10 good throws students will move back to 25ft. Grip- When students throw they should always have a four seem grip to ensure the ball is thrown straight without any tail or movement. Technique- When students throw their opposite foot should always be in front. Students should then bring their throwing arm back and away from their body showing the ball away from their partner. Next, when your throwing hand starts to move towards your partner your glove hand should then come into your chest to control your front side. While doing all this your hips should be rotating. Finally, after release of the ball you should bring your back leg through to keep the momentum going towards your partner.
Cognitive Assessments:
Rules Assessment: By: Alexandra Green 1. You’re on first base and the ball is pitched and goes behind the catcher to the backstop during
a situation like this you should run to second base and round it. T/F
2. How many outs before having to switch from batting to fielding?
A. 4
B. 1
C. 3
3. If there is a runner on second base and no runner on first base and the ball is hit on the ground
Revised August 2012 the runner on second does not have to run to third. T/F
4. During a force out you must tag the runner. True or False
5. What does RBI stand for?
Answers:
1. T
2. 3
3. T
4. False
5. Runs Batted In
Strategies Assessment: By: Matthew Lichtenstein 1. What are the main fundamental skills used in fielding a ground ball?
a. Lower the center of mass, keep the glove down and head up
b. Raise center of mass, keep glove down and head up
c. Keep your head up and glove up
d. Keep your head down and glove down
2. What is the main idea when catching a fly ball?
a. Look where you are throwing the ball as you catch it
b. Watch the ball all the way into the glove
c. Catch the ball behind your center of gravity
d. Jump as the ball is coming into your glove
3. When hitting, what is the goal to be successful?
a. Weight shift from front to back on contact
b. On contact, look out into the field where you want to hit the ball
Revised August 2012 c. Stop your swing right after contact
d. Weight shift from back to front on contact
4. When rounding first base, what kind of turn should you take?
a. Run directly to the base then turn at a 90 degree angle
b. Take your turn about 10 feet away from the base
c. Take a shallow turn about 3 feet before first base
d. Start your turn right out of the batting box
5. When bunting what are the key concepts?
a. Hold the bat with a slight tilt up
b. Hold the bat with a slight tilt down
c. Hold the bat level
d. Hold the bat as tight as possible
Skills Assessment: By: Ryan Pavlik 1. The grip on a bat should be?
a. Bat in the palm of our hands
b. Bat in the fingers of the hand
c. One hand should be in the palm one hand should be in the fingers
d. There is no specific grip
2. Proper mechanics when talking about hitting a softball would be______?
a. Lower half in an athletic position
b. Finished in a balance position
c. No rotation in the lower half
d. Both a and b
Revised August 2012 3. When hitting, which ball will likely go the furthest?
a. A roll over
b. A ball with slice
c. A Ball with back spin
d. A Ball with top spin
4. With a runner on third base, less than two outs what should the batter be trying to do?
a. Hit a ball to the outfield so if it does gets caught the runner can tag up
b. Strikeout, so the next guy can hit him in
c. A ground ball back to the pitcher
d. Try to get walked
5. What is an advantage count when hitting at the plate?
a. The first pitch of the at bat
b. When the batter is ahead in the count, 2-1, 3-1
c. When the batter is behind in the count, 0-2,1-2,0-1
d. None of the above
Revised August 2012