FUNdamentals of Softball (Level 1) Coach Accreditation Program Participant's Manual

May 2011

All Rights Reserved No part of this publication may be reproduced without the prior permission of Softball Australia unless necessary to satisfy the requirement of the FUNdamentals of Softball (Level 1) Coach Accreditation Program.

Acknowledgements
This Manual has been developed by Softball Australia, in consultation with Jenni Banks of Creating Excellence Consulting, as a learning resource to assist with the delivery of the Softball Australia NCAS FUNdamentals of Softball (Level 1) Coach Accreditation Program. Softball Australia would like to acknowledge the following organisations, individuals and resources for their contributions to the development of this resource:

Anderson, B. & Anderson, J. Stretching (2000) Shelter Publications INC Australian Sports Commission Active After-school Communities Playing for Life Companion Book Softball (2007) Australian Sports Commission Beginning Coaching Manual (2006, 4 Edition) Australian Sports Commission Disability Education Program Presenter's Kit (2005) Australian Sports Commission Intermediate Coaching General Principles Curriculum Document (2007) Australian Sports Commission Intermediate Coaching Manual (2008) Bob Crudgington, lecturer and presenter, University Queensland Martens, R. Successful Coaching (2004, 3 Ed.) Human Kinetics Queensland Softball Association Rushall, B.S. & Pyke, F.S. Training for Sports and Fitness (1990) Macmillan
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Disclaimer The information in this Manual is general in nature and is for educational and instructional purposes. It is not intended to be prescriptive advice.

FUNdamentals of Softball (Level 1) Participant's Guide May 2011

Table of contents
Acknowledgements ............................................................................................................................. 1 Introduction to the FUNdamentals of Softball .................................................................................. 1 Overview of Softball Accreditation Program .................................................................................... 2 Reference material .............................................................................................................................. 4 Compulsory references ............................................................................................................... 4 Recommended additional references ......................................................................................... 4 Softball Australia Coaching Accreditation Pathway ........................................................................ 6 Using this manual and accompanying resources........................................................................ 7 Entry pre-requisites ..................................................................................................................... 7 Recognition of current competence ............................................................................................ 7 Recognition of general coaching principles and Softball-specific training and qualifications ................................................................................................................................ 7 Recognition of Softball-specific knowledge and skills ................................................................. 8 Course overview .......................................................................................................................... 8 Program composition and duration ............................................................................................. 9 Module duration ........................................................................................................................... 9 Competency statements what will you be able to do? ............................................................. 9 Accreditation requirements what do you need to do? .............................................................. 9 Assessment tasks and tools ........................................................................................................ 9 Grievances/appeals ................................................................................................................... 10 Updating (continuous professional development) requirements ............................................... 10 Module 1 Role of the coach roles, skills and responsibilities ................................................... 12 Roles of the coach ..................................................................................................................... 12 Skills of the coach ..................................................................................................................... 13 Responsibilities of the coach ..................................................................................................... 14 Legal responsibilities of the coach ............................................................................................ 14 Coaching children in sport ......................................................................................................... 16 Catering for individual difference being an inclusive coach ................................................... 16 Why be inclusive? ..................................................................................................................... 16 Importance of attitude ................................................................................................................ 17 Correct terminology do words really matter? ......................................................................... 17 Different types of inclusion ........................................................................................................ 17 How can you be inclusive? ........................................................................................................ 18 Minor incident management procedures ................................................................................... 18 Preventing or minimising injury ................................................................................................. 18 Types of injuries ........................................................................................................................ 19 Dealing with injury or illness ...................................................................................................... 19 Unconscious participants .......................................................................................................... 19 Conscious participants .............................................................................................................. 20 The STOP procedure ................................................................................................................ 20 RICER regime ........................................................................................................................... 22 Injury report ............................................................................................................................... 23 Illness, medical conditions and participation ............................................................................. 23 Module 2 Planning and reviewing a training session ................................................................. 25 Benefits of planning training sessions ....................................................................................... 25 Considerations when planning a session .................................................................................. 25 Deciding on the goal/s for the session ...................................................................................... 26 Elements of a training session .................................................................................................. 26

Module 3 Developing sports skills teaching and progressing skills ........................................ 31 General player development ..................................................................................................... 31 Player learning styles ................................................................................................................ 31 Fun and development over competition .................................................................................... 32 Stages of learning ..................................................................................................................... 32 Seven steps to progressing a skill ............................................................................................. 33 Application of the progressions to training ................................................................................ 34 Recommendations for coaches ................................................................................................. 38 Coaching methods Technique-Based vs Game Sense approach to developing skills ........................................................................................................................................... 39 Module 4 Fundamental Softball skills developing fundamental skills...................................... 40 Fielding positions ....................................................................................................................... 40 Selecting a fielding glove ........................................................................................................... 41 Catching a thrown ball ............................................................................................................... 42 Executing an overhand throw .................................................................................................... 44 Fielding a ground ball ................................................................................................................ 46 Fielding a fly ball ........................................................................................................................ 48 Basic pitching technique ........................................................................................................... 49 Summary basic pitching technique ........................................................................................ 52 Basic catching technique ........................................................................................................... 53 General hitting ........................................................................................................................... 55 Basic hitting technique .............................................................................................................. 56 Summary basic hitting technique ........................................................................................... 58 Basic base running technique ................................................................................................... 59 Basic bunting technique ............................................................................................................ 61 Executing a bent leg slide ......................................................................................................... 63 Module 5 Rules of play and modified games Junior Games Pathway ......................................... 64 Basic rules of play ..................................................................................................................... 64 Modified games ......................................................................................................................... 64 Benefits of modified games ....................................................................................................... 65 Junior Games Pathway ............................................................................................................. 65 Junior Games Pathway Game Plan Overview ....................................................................... 66 Guidelines for the rotation of players ........................................................................................ 71 Appendix 1 Recognition of current competence policy and procedure and application form ................................................................................................................................. 72 Appendix 2 Coach's Code of Conduct ......................................................................................... 78 Appendix 3 Coach Accreditation Program Evaluation Form ..................................................... 81

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Introduction to the FUNdamentals of Softball

Welcome to the FUNdamentals of Softball Interactive package. This kit comprises of an interactive CD package for use in your home computer. This CD package contains a number of files including video clips, text files, which can be printed and photographs illustrating some of the fundamental skills of the game of Softball. The major focus of this program is to outline the basic skills of Softball so coaches and teachers can provide young players with 'tools' to progress along the developmental pathway of Softball. The CD package is divided up into a number of sections which include:

Introduction Playing the Game (the rules of the various modified games) Coaching Basic Coaching Principles Basic Skills Illustrated fundamental skills for fielding, batting, bunting, pitching, catching and base running Resources (includes lesson plans for modified games and a printable booklet summarising the basic skills of Softball)

There is also a DVD within the kit which can be played on your television set or computer and will provide you with an overview of the basic skills in Softball. Softball is a great game to play and in the early years the provision of fun games, being part of a team and learning new skills are part of the attraction to young players. This CD package has been designed to give the Softball coach many of the tools required to make the training and the game enjoyable for all participants.

Overview of Softball Accreditation Program

Learning outcomes At the completion of this introduction and overview, the candidate will be able to:

Identify the steps in the Softball Australia coaching accreditation pathway Outline the FUNdamentals of Softball (Level 1) Coach Accreditation Program content, assessment tasks and accreditation requirements Identify who to contact for further information

Softball Australia's coach education program is a sequential coach development program that offers six levels of coach training and National Coaching Accreditation Scheme (NCAS) accreditation. The program is designed to enable coaches to progressively develop the required technical knowledge and expertise needed to meet the demands of today's ever changing game from entry level to the highest international level. Progression through the six levels will ensure that coaches gain increased status and improved coaching expertise resulting in long term benefits for themselves, other coaches, players and the sport in general. The six levels of Softball Australia's coach training and NCAS accreditation are loosely based on Istvan Balyi's Long Term Athlete Development (LTAD) philosophy and model. The LTAD philosophy dictates that a long-term commitment to practise and training (progressive development over the long term) is required to produce elite level players in all sports. The current LTAD model for athletes outlines six levels or stages of development: the FUNdamental Stage, Learning to Train, Training to Train, Training to Compete, Training to Win, and Retirement and Retrainment. It is argued that a similar developmental philosophy applies to coaches. Key features of Softball Australia's six level coach education program are outlined below. Level 1 FUNdamentals of Softball is designed to introduce Softball coaching to the beginner coach and provides participants with the expertise required to coach fundamental Softball skills to beginner players (eg, school and junior levels) in a fun, safe and well structured environment. Participants can obtain their Level 1 accreditation by: participating in a face-to-face workshop (whole day, part day, or by Module formats) externally working through the 'FUNdamentals to Softball' DVD/CD package and successfully completing the assessment tasks providing their Member States with a signed copy of the Softball Australia Coaches Code of Conduct Agreement complying with any Member States Government Child Protection Legislation (which may include a police check) paying the NCAS accreditation fee Level 2 Training to Train provides the coach with the knowledge and skills to plan, organise, conduct and review effective training sessions, weekly and monthly plans that cater for the individual needs of junior level club players. The program focuses on consolidating coaching of fundamental Softball skills and introducing further basic Softball

skills, tactics and positional play. Competition is introduced but the focus is on developing the basics as opposed to competing. Level 3 Training to Compete provides the coach with the knowledge and skills to teach club/senior club players the finer points of playing Softball in competition. The program focuses on game preparation, game management and basic game strategies as well as improving performance by optimising intermediate level individual and position-specific Softball skills. provides the coach with the knowledge and skills to manage state teams and programs and to help state level players develop more advanced individual Softball, position-specific and strategic skills. Focus is on optimising all aspects of preparation (physical, mental, technical, tactical, nutrition, recovery) through individualised programs; maximising performance; peaking for national competition; and managing people and resources. is designed to assist coaches to develop the competencies necessary to work with state senior and national junior (U19) level players. Coaches develop expertise in program, resource and people management; advanced skill development and analysis, positional play and game strategies, basic anatomy biomechanics and physiology and advanced planning and training methods. is designed to assist coaches to develop the competencies necessary to work with national senior team level players in international competition. Coaches complete the University of Queensland Graduate Diploma of Elite Sports Coaching through either one year full-time (or the equivalent part-time) study externally via the internet. The Level 6 program is designed to assist coaches to augment their proven elite coaching abilities. The program prepares coaches with the most advanced training and planning methods and tactics and sport sciences are applied specifically to Softball coaching. The program aims to produce coaches who are successful at coaching the highest level of Softball and who will be competent to act as leaders in the field of high performance coaching. The program will also prepare coaches for retirement and retainment.

Level 4 Training to Win

Level 5 Advanced Performance

Level 6 High Performance

Each of the six Softball Australia Coach Accreditation Programs includes four components:

Coaching general principles fundamentals of coaching and sports performance Softball-specific principles skills, techniques, strategies and scientific approaches specific to Softball Practical activities practical coaching and application of coaching principles Competency based assessment coaches complete various assessment tasks pertaining to the content of each program. The tasks allow the coach to demonstrate whether or not they have developed the coaching competencies expected for the program.

The Softball content for Levels 1-5 is based on the premise that there are two major areas of skill/knowledge required by a Softball coach. The first is the need to be able to teach the skills of the game during training sessions (Training Coach), which is the focus of Levels 1-2. The second area is the requirement to organise and lead the team during games ( Game Coach) and this is the focus of Levels 3-5. Level 6 provides enriched coaching knowledge for those coaches wishing to work at the high performance level (national/international coach). Learning Enhancement Modules (LE modules) Coaches wishing to gain further knowledge in specific areas such as Battery, Inclusive Coaching, Certificate IV, Mentoring, Selector's Program and Performance Analysis, can access a series of LE modules. Member States will be responsible for the delivery of these specific modules as part of the accreditation program. The diagram overleaf illustrates the six levels in the Softball Australia coaching accreditation pathway and the positioning of the LE Modules.

Reference material
Compulsory references

Softball Australia FUNdamentals of Softball (Level 1) Coach Accreditation Program Participant Manual (DVD/CD version) Softball Australia FUNdamentals of Softball (Level 1) Coach Accreditation Program Deliverers Guide (DVD/CD, hard copy versions) Softball Australia FUNdamentals of Softball (Level 1) Coach Accreditation Program Assessment Booklet

Recommended additional references

Softball-specific Books

Rules in Pictures Basic Slow Pitch and Playing Tips Basic Fast Pitch and Playing Tips Fastpitch Windmill Pitching Fastpitch Batting and Bunting Fastpitch Catching Skills Official Softball Playing Rules and Case Book Complete Book of Pitching Cindy Bristow Softball Practice Cindy Bristow Softball Strategies Cindy Bristow Coaching Youth Softball The Softball Drill Book A Coaches Guide to Creating Team Chemistry Winning Softball Drills

Coaching general Books

Australian Sports Commission Active After-school Communities Playing for Life Companion Book Softball (2007) Australian Sports Commission Active After-school Communities Playing for Life Resource Kit (2005) Australian Sports Commission Beginning Coaching Manual (2006, 4 Edition) Australian Sports Commission Disability Education Program Presenter's Kit (2005) Australian Sports Commission Game Sense Cards 30 games to Develop Thinking Players (1999) Australian Sports Commission Game Sense Developing Thinking Players (Presenters Guide and Workbook) (2003)
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Softball Australia Coaching Accreditation Pathway

6 5 4 3 2 1

High Performance National/International

Modules Battery 3 I Offense skills 3 I Defense skills 3 I Performance analysis 2 I Attendance at Softball Australia International Development Program I Cert IV Softball Trainer and Assessor Course

Advanced Performance State/National

Modules Battery 2 I Performance analysis 1 I Selectors and Scouting 2 I Attendance at International Friendship and Challenge Series

Training to Win State/National

Modules Battery 1 I Selectors and Scouting 1 I Softball Australia Presenter and Assessor Course

Training to Compete Club/Association

Module Inclusive Softball Coaching

Training to Train Club/Association Level 2

FUNdamentals of Softball Parents and Teachers

Using this manual and accompanying resources

This Manual is provided as a learning tool for the Softball Australia FUNdamentals of Softball (Level 1) Coach Accreditation Program. It is also designed to act as a reference tool once you've completed the program. During the program, follow the sessions in this Manual and make additional notes where you think relevant. The separate FUNdamentals of Softball (Level 1) Assessment Booklet provides information on each of the assessment tasks for the Level 1 program and acts as an assessment tool for the FUNdamentals of Softball (Level 1) Coach Accreditation Program. It should be completed when and where indicated by your accreditation program coordinator. You will submit your completed Assessment Booklet as part of the accreditation requirements for the FUNdamentals of Softball (Level 1) Coach Accreditation Program.

Entry pre-requisites
Each Softball Australia Coach Accreditation Program has entry pre-requisites which must be met before a candidate can be accepted into the program. In order to be accepted into the FUNdamentals of Softball (Level 1) Coach Accreditation Program candidates must be at least 14 years of age.

Recognition of current competence

There will be no honorary accreditation. All coaches must satisfy the competencies of each particular level of accreditation. However, some practising coaches may be able to satisfy all or most of the competencies required for accreditation without having to attend a formal accreditation program. Practising coaches who feel that they are able to satisfy some or all of the competencies required for accreditation without having to attend a formal Coach Accreditation Program may apply for exemption from any or all sections of a Coach Accreditation Program. Such people will be required to document their prior learning and current competence in writing using the RCC application form (Appendix 1) and submit it to the relevant Coach Accreditation Program coordinator along with the required RCC administration fee (in the case of the FUNdamentals of Softball (Level 1) Coach Accreditation Program, RCC applications should be submitted directly to the coach's Member State). Applications will be considered by a review committee. Any exemptions recommended by the Member States will be forwarded to Softball Australia for ratification.

Recognition of general coaching principles and Softball-specific training and qualifications

Candidates with evidence of having achieved the following may apply to gain credit:

State Department/Sport Education Centre/Coaching General Principles Agency/ Beginning, Intermediate or Advanced coaching general principles course Physical Education, Human Movement, Sports Science or Sports Coaching degree programs NCAS accreditation in other sports/strength and conditioning Equivalent overseas coaching general principles qualifications Equivalent overseas Softball coaching qualifications

In each case, candidates must supply the relevant Member State with such letters, transcripts, certificates and descriptions of qualifications and experience as is necessary to satisfy the various requirements of each level of accreditation.

Recognition of Softball-specific knowledge and skills

Participants supplying evidence of Softball-specific knowledge and skills (acquired through other means) that meets a required competency or competencies may also apply to gain credit. In this case, candidates may only gain credit for program elements that relate to the performance of skills and/or knowledge of basic tactics. No credit will be given for topics relating to the coaching of skills or tactics unless competence in that area can be demonstrated. Note: To gain recognition, RCC applicants may be required to demonstrate their current competence in a particular area by written and/or practical demonstration, as appropriate.

See Appendix 1 for further details regarding the process that Softball Australia uses for RCC.

Course overview
Module Introduction and overview Unit FUNdamentals of Softball (Level 1) Coach Accreditation Program overview Roles, skills and responsibilities Content Overview of content and accreditation requirements (including assessment and post-program coaching practice requirements) Roles of the coach Skills of the coach Responsibilities of the coach Minor incident management procedures Benefits of planning training sessions Considerations when planning a session Deciding on goals for the session Elements of a training session Softball Australia tips for maximising warm-ups General player development Stages of learning Player learning styles Coaching methods technique based vs game sense approach to developing skills Seven steps to progressing a skill Applications of the progressions to training Fielding positions Selecting and using a glove Catching a thrown ball Overhand throw Fielding a ground ball Fielding a fly ball Basic pitching technique Basic catching technique Basic hitting technique Base running Basic bunting technique Executing a bent leg slide Basic rules of play Modified games Junior games pathway (Diamond Ball, Tee Ball, 3 Pitch, Fast Track) Worksheets Practical assessment task skill analysis Duration 15mins

1. Role of the coach

40mins

2. Planning and reviewing

A training session

40mins

3. Developing sports skills

Teaching and progressing skills

45mins

4. Fundamental Softball skills

Developing fundamental skills

3hrs 40mins

5. Rules of play and modified games

Junior Games Pathway

30mins

Assessment/conclusion

Written and practical assessment tasks

30mins

Program delivery Assessment TOTAL

6.5hrs 30mins 7hrs

Program composition and duration

The FUNdamentals of Softball (Level 1) Coach Accreditation Program consists of five modules and includes approximately 6 hrs of delivery and 30 minutes of assessment.

Module duration
The times allocated to each module within this Softball (Level 1) Coach Accreditation Program are based on a ratio of one deliverer to 15 learners. Larger groups may require additional time to be allocated to each module to allow for effective learning. Please note that the completion of assessment tasks has not been factored into the time allocated to each module. If deliverers choose to incorporate some of the assessment items within a module, then additional time will need to be allocated to the module for completion of the assessment tasks (if this is the case, the 30 minutes allocated for assessment at the end of the program will reduce by a corresponding amount).

Competency statements what will you be able to do?

Following successful completion of the FUNdamentals of Softball (Level 1) Softball Coach Accreditation Program, candidates will be able to:

Explain the roles, required skills and responsibilities of a coach of beginner level players Plan, conduct and review training sessions for beginner level players that are fun, safe, and inclusive Develop fundamental Softball skills in beginner level players by using a range of communication, teaching and behaviour management strategies Outline the basic rules of play, the purpose and benefits of modified games and the elements of the Junior Games Pathway

Accreditation requirements what do you need to do?

In order to successfully complete the FUNdamentals of Softball (Level 1) Coach Accreditation Program and gain FUNdamentals of Softball (Level 1) Coach Accreditation, candidates must:

Successfully complete all assessment tasks and requirements (listed below and on page 10) Sign and submit the Softball Australia Coach's Code of Conduct Agreement Comply with their Member State Government Child Protection Legislation (this may include a police check) Pay the NCAS accreditation fee and Member State course fee

The Accreditation Requirements Checklist on page 1 of the FUNdamentals of Softball (Level 1) Assessment Booklet is designed to help participants ensure that they have completed all FUNdamentals of Softball (Level 1) accreditation requirements.

Assessment tasks and tools

In order to gain your FUNdamentals of Softball (Level 1) Coach Accreditation you must successfully complete the following assessment tasks. These assessment tasks are used as both learning and assessment tools and can be completed either during or external to a face-to-face program.

Assessment task 1: Practical assessment task (analysis of fundamental skills batting, pitching and throwing) Assessment task 2: Written assessment task (worksheet questions)

Assessment task 1: Practical assessment (fundamental skill analysis) is designed to assess your ability to apply that coaching knowledge (ie to determine if you can do the things that a Level 1 coach should be able to do). Specifically, the fundamental skill analysis assessment task is designed to assess your ability to identify major faults in fundamental level individual skills and explain how to correct the fault. A DVD of clips of fundamental level individual skills performed with major faults is used to conduct this assessment task. All questions must be correctly and completely answered to successfully complete this aspect. You may re-submit the assessment task as many times as necessary to meet the requirements of the assessment task. Further details regarding each of the FUNdamentals of Softball (Level 1) program assessment tasks can be found in the separate FUNdamentals of Softball (Level 1) Assessment Booklet. Assessment task 2: Written assessment (worksheet) is designed to assess your underpinning knowledge (ie, do you know what a Level 1 coach should know?). There are worksheet questions for Modules 1, 2, 3 and 5. All questions must be correctly and completely answered to successfully complete this aspect. You can access all program materials when completing the worksheet and may re-submit the worksheet as many times as necessary to meet the requirements of this assessment task.

Grievances/appeals
Candidates with grievances about the conduct of their Coach Accreditation Program or seeking appeals on their assessment process must submit them in writing to the relevant Coach Accreditation Program coordinator within 30 days of the completion of the accreditation program or on receiving notification of their assessment outcome. All grievances and appeals regarding the Softball Australia Level 1-5 Softball Coach Accreditation Programs will be first considered by the relevant Coach Accreditation Program coordinator who will inform the candidate of the process they will use to consider the grievance and the outcome of the deliberations within 30 days of receiving the grievance/appeal. Further grievances and appeals will be referred to the relevant state committee (and, if necessary, a national committee) with all relevant information, for consideration and decision. All grievances and appeals regarding the Level 6 Softball Coach Accreditation Program will be considered through Softball Australia and the relevant University of Queensland grievance/appeals processes.

Updating (continuous professional development) requirements

Sport and coaching operate in a continuously changing environment. In addition, knowledge and skills can be lost if they are not used regularly. In view of this, all coaches are required to regularly update their knowledge and skills once they are awarded their coaching accreditation. This can be achieved by undertaking various updating or continuous professional activities and coaching practice and ensures that your knowledge and skills remain up-to-date and your coaching competence is maintained or increased. The amount of updating and coaching practice required following accreditation varies according to coaching accreditation level. In order to retain your FUNdamentals of Softball (Level 1) Softball Coach Accreditation coaches must:

Repeat this level of accreditation, or Complete the next level of accreditation (Training to Train Level 2), or Complete 100 hours of updating (continuous professional development) activity over 4 years

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For a detailed explanation of Softball Australia's updating requirements and suggested updating activities, see the Softball Australia updating requirements (available from Softball Australia and Member States). Note: One way of updating from Level 2 onwards is to complete one or more of the additional LE modules offered by Softball Australia/Member States. The LE module or modules available following each accreditation level are outlined in the illustration on page 6. The LE modules offered between Levels 2 and 3 and 3 and 4 are optional, however coaches must successfully complete two LE modules before they can progress from Level 4-5 and another two LE modules before they can progress from Level 5-6. Any coach wishing to deliver and/or assess Level 1-4 programs must successfully complete the Softball Australia Presenter and Assessor Training Program.

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Module 1 Role of the coach roles, skills and responsibilities

Learning outcomes At the completion of this Module the candidate will be able to:

Explain the different roles of the coach Outline the skills coaches must have to effectively fulfil these roles Outline the ethical and legal responsibilities of the coach Implement minor incident management procedures

Coaches play an important role not only in the sporting life, but also in the everyday life, of the players they coach. Softball coaches have the potential to influence not only the development of Softball-specific skills and Softball performance but also the players development as a person and their approach to other aspects of their life. While at times it can be challenging, coaching can also be an immensely satisfying role. To be effective as a coach it is important to understand the roles of a coach, the skills required to effectively fulfill these roles, and the responsibilities of a coach. It is also important to be able to implement minor incident management procedures.

Roles of the coach

A coach's role is more complex than merely helping players develop the skills of the game. A coach is expected to be a:

Teacher passing on information and ideas Trainer improving fitness Motivator instilling a positive approach Disciplinarian firm but fair Organiser of training sessions, players, officials, parents Planner of training sessions, programs Friend and mentor supporting and nurturing Student watching, asking questions, listening, learning, etc

Individual coaches will set their own boundaries regarding which of these broader roles they are or are not prepared to undertake. Some roles might change over time or depending on the group being coached. The coachs role might vary depending on whether they coach players purely for participation or for competition. For example, a coach who is working with a group of young, beginner level players who are playing mostly for fun and to make friends, might take a different approach to their role than a coach working with a group of talented young 'up and coming' 14 year olds. Regardless, it is important that all coaches adopt an inclusive approach to coaching that is, they provide opportunities for all players regardless of ability, disability, cultural or socioeconomic background to be involved. This is not an onerous task if it is approached with the right attitude (a 'can do' attitude) and coaches are prepared to vary the way they do things to include everyone.

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Coaches must also recognise their role in contributing in some positive way to the growth of their players as individuals. Coaches are role models and they should make sure the example they are setting is a good one. A coach's leadership and actions should assist their players to develop a sense of fairness, sportsmanship and respect.

Skills of the coach

To fulfil some or all of these roles effectively, a coach must have or develop a number of basic skills. A Softball coach must have knowledge of Softball and an understanding of Softball coaching techniques. The coach must also be able to:

organise observe analyse adapt communicate improve performance

These qualities are key requirements for effective coaching and will be discussed in more detail later in the manual. For now, let us just define these terms as they apply to coaching. Organising A coachs ability to organise efficient and effective training or activity sessions, as well as organise players during a game, where applicable, is essential. Organising is based on knowledge and planning. Observing The coach should be aware of what is happening at all times. Observation provides the information on which the coach will base changes to the program and what the individual player needs. The skills of observation can be improved and refined. Analysing Coaches are continually observing and evaluating performances. They compare what is being done to what should have been done. Coaches should watch a number of performances. They should not act on just one observation. Rather they should find out if there is a pattern of error. If an error exists, then the coach should determine the cause carefully before offering advice. If a coach intervenes, offering incorrect or ineffective advice, their credibility will be diminished. If more than one error exists, then the coach should determine whether they are related. If not, they should correct the error that will result in the greatest improvement. If they are related, then the coach should decide on the one that needs to be eliminated first. Its removal may remove the other error(s). A coachs ability to observe and analyse will improve as they become more proficient and each evaluation will help the coach advance. Adapting Coaches often need to work with players from different genders and a range of age groups, ability levels, disabilities and ethnic backgrounds. In addition, sometimes activities just dont work as planned. Coaches need to be able to adapt an activity or a session to suit the needs of all players. For example, coaches can adapt the way they communicate to cater for players who speak English as a second language or who have a visual, hearing or intellectual impairment. They might modify the rules of the activity, the size or location of the playing area, and the equipment

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used to cater for the skill or fitness levels or functional ability of different players. By adapting activities, the coach can ensure that all players are included and challenged and that participation is maximised. Good organising, observing and analysing skills help the coach effectively adapt activities to meet individual player needs. As with the other skills, this becomes easier with experience and practise! Communicating The coachs ability to improve performance and to maximise enjoyment and satisfaction depends to a large degree on an ability to communicate effectively; not only verbally, but also by listening and using appropriate non-verbal communication, such as body language (eg, grinning, sighing, shrugging) and vocal qualities (eg, tone, pitch, inflections). The coach can also communicate via demonstrations, written communication, diagrams and pictures and make the content of their communication simpler or more complex. Being able to use a wide variety of communication methods is particularly important when working with players with a sensory or intellectual disability or with players from non-English-speaking backgrounds. The use of questioning is also an important coaching skill. Coaches should encourage players to think for themselves, and the use of questions can assist in this process. Improving performance Improving performance is the major role of coaches. The advice and guidance of the coach is an essential part of improving performance. Coaches teach players new skills and help improve both fitness and skill levels, they teach tactics, motivate and encourage players and provide feedback, adjust training programs, add new elements, ensure players are well prepared for competition, provide support before, during and after competition and continually evaluate performance.

Responsibilities of the coach

If coaches are to maximise the learning, enjoyment and safety of their players and themselves, then it is important that they meet their ethical and legal responsibilities as a coach. This really just involves applying a positive and common sense approach to your coaching. Ethical responsibilities of the coach The Softball Australia Coachs Code of Conduct (Appendix 2), which is based on the Australian Sports Commissions Coachs Code of Conduct, outlines the ethical responsibilities ie, the behavioural standards) coaches are expected to meet. All coaches must agree to abide by and sign the Coachs Code of Conduct in order to receive their NCAS accreditation. Coaches can ensure that the needs and rights of all players are met by abiding by the Softball Australia Coachs Code of Conduct for example, to be treated with integrity, respect and empathy; to be safe; to have a positive experience; to be provided with equal opportunities; and to be exposed to positive role models.

Legal responsibilities of the coach

Coaches also have a legal responsibility to exercise reasonable care to avoid injuring or otherwise harming players and others under your control. This is commonly referred to as 'duty of care'. Coaches who fail to exercise reasonable care ie, who breach their legal duty can be found guilty of 'negligence'. Negligence is unintentional harm caused to others as a result of carelessness. It occurs when a coach does, or omits to do, something that a prudent person would or would not do. The question to ask is did the coach act inappropriately, or did they fail to act when they should have done something? In order to meet their 'duty of care' legal responsibilities as a coach ie provide a safe environment for your players, others under your control and yourself you need to:

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Legal responsibility Provide a safe environment

Meeting the responsibility Facilities and equipment must be safe for both players and others involved in the activity session. Adverse weather conditions must also be taken into account during all activity sessions. Existing codes, standards and use of approved safety equipment should be met. All equipment should be kept in good order and always be adequately repaired so that it is safe to use at all times. Participants, especially children, should be protected from harassment, discrimination, and abuse while involved in sport under the coach's care. Unplanned or poorly planned activity sessions can impair learning, limit progress and cause injury. Using appropriate progressions in the teaching of new skills, especially potentially dangerous skills, and providing activities that cater for the range of ability levels in the group is imperative. This requires careful planning. Participants with an injury or incapacity should not be expected to perform any activities that may exacerbate the problem. No participant should ever be forced to take part in any activity that they do not wish to. Individual difference must be accounted for. Ask players if they have any injury or illness prior to a training session and/or game etc. Young participants should be matched not only according to age, but also height, weight and maturity. Skill levels and experience should also be considered. If the group includes players with a wide range of age, height, weight, maturity and ability levels, activities should be modified so that the coach can safely and effectively include all participants. The risk of any activity can only be accepted by the participants if they know, understand and appreciate those risks. This includes a duty to warn 'others' associated with the participants. For example, parents or guardians may need to be warned of car parking risks or other facilityrelated risks. Adequate supervision is necessary to ensure the playing area is as safe as possible. Each activity will have its own requirements in this regard. Many injuries are the result of 'fooling around' in change rooms and playing areas. Clear rules should be developed and enforced for behaviour in a range of situations. Adequate and accurate records (eg, progress reports, injury and incident reports) are useful aids for planning and are essential in all cases of injury or other significant incidents. Injury or incident reports (as appropriate) should be made as soon as possible after an injury or significant incident occurs. Note that an injury report is not a 'diagnosis'.

Adequately plan activities

Evaluate players for injury and incapacity

Do not mismatch players (unless you adapt and modify the activity to safely include all participants)

Warn players and parents/guardians of the inherent risks of Softball activities

Closely supervise activities

Develop clear, written rules for training and general conduct Keep adequate and accurate records

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Note:

Whenever children are involved, the duty of care will generally increase. This is because, unlike adults, children are not mature enough to fully assess all of the risks and potential consequences of participating in an activity or to form their own view on whether or not they wish to accept all of the risks of being involved in an activity. Coaches of children need to be mindful of the extra care necessary. This may also apply to some participants with an intellectual disability, cognitive impairment or mental illness.

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

Coaching children in sport

When coaching children, the success of your coaching will depend on how well you assist your players to:

develop sport skills learn desired values such as co-operation and fair play experience fun and enjoyment, which will lead to the player remaining involved in the sport in the future achieve individual improvement and success (note that participation itself is a form of success so rotate players so that their time on the bench, or away from the action, is kept to a minimum) improve health and fitness make new friends

Children are more interested in having fun and improving their skill level than anything else. This far outweighs winning games or getting an award. They tend to look on competition as an opportunity to play, whether they win or lose is not important. The outcome of a game, therefore, should not be over-emphasised. Players need to be taught that winning is important but success should be assessed in terms of players improving their own performance, enjoyment and giving maximum effort. The coach, therefore, should be trying to produce a group of children who can play rather than a team who can win. Competition should be used to motivate children and make them feel good about themselves.

Catering for individual difference being an inclusive coach

Coaches also have a responsibility to be 'inclusive' that is, to cater for the needs of all players within the team regardless of their ability, disability, age, gender, or religious or cultural background.

Why be inclusive?
Adopting an inclusive approach to Softball coaching provides benefits for everyone involved:

coaches the need to be flexible, 'think outside the square' and adapt or modify your coaching style, activities, equipment or the environment in order to include everyone makes you a better coach of all players, it also helps expand your knowledge base and your life experience players from different population groups experience the same benefits as any other person who gets involved in sport, (eg the opportunity to make new friends and improve fitness, skills, self confidence). It may also make it easier to assimilate into the community other players benefit from flexible programs and services and adaptable service delivery, it may also provide an opportunity for other players to get more involved in the club or team

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eg, as a 'buddy' helps them realise the falseness of the stereotypes that abound in this area; it is also an opportunity to learn from the diverse skills and experiences of others

club/association/sport an increase in members can also improve the 'bottom line' and add a richness and diversity to the environment. It can also mean more volunteers, opportunities to interact socially with people with a variety of life experiences and expand your own knowledge base, re-invigoration of an organisation with new blood and new ideas; promotion of the club/association to the wider community including potential sponsors; and opportunities to utilise the facility and fields seven days a week

Under the Coaches Code of Conduct, we also have legal/ethical/moral obligations to adopt an inclusive approach.

Importance of attitude
Attitude is everything! If you think people from different population groups want to and are capable of being involved and, further, that you can accommodate their needs and coach them, then you are half way there. People from different population groups are often denied the opportunity to get involved because coaches (or club administrators and officials) think they either don't want to be or aren't capable of being involved or because they don't know how to include them. People from different population groups want to be involved in sport for the same reasons as anyone else to learn new skills, improve fitness, improve self confidence and body image, make new friends and have fun. A positive attitude and good coaching practices (in particular, the ability to consider individual needs and vary your approach and activities or as to meet those needs) can help you include all players within the team regardless of their ability, disability, age, gender, or religious or cultural background.

Correct terminology do words really matter?

The way that Softballers from different population groups are referred to is very important. The golden rule in terminology is to refer to the person first and their disability or religious or cultural background second (eg, Softballer with a disability, Softballer from a culturally and linguistically diverse (CALD) background). Be aware also, that the way that you may refer to a friend, that happens to have a disability, will be different to how you refer to a person that you may meet for the first time. Remember: The person comes first not the disability/religious/cultural background!

Different types of inclusion

There are several different options for (or types of) inclusion for players from different population groups. These include:

Segregated competition competing separately against other players from the same specific population group. For example, players with an intellectual disability competing in a stand alone Softball competition for players with an intellectual disability; players from an indigenous background competing in a stand alone Softball competition for players from an indigenous background; older players competing in a stand alone Softball competition for older players. Parallel competition competing against other players from the same specific population group in parallel settings. For example, a Softball tournament for players from a specific population group held as part of a 'mainstream' tournament. Players from a specific population group compete in the same venues, at the same time as the 'mainstream' competition but only compete against other players from their specific population group. Mainstream competition competing in mainstream competition against other players who may or may not come from a specific population group eg, a deaf player or a player from an

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indigenous or CALD background, or an older player competing in the local open club competition. Some players from a specific population group may compete in any, or all three, of the above settings. This flexible approach may also translate into training environments, for example, a player with a disability may train at a club with players who dont have a disability but then compete in a disability-specific Softball competition. Ideally, players will have a range of inclusion options to choose from, ie have the opportunity to compete with and against players from the same specific population group in a segregated and/or a parallel setting and/or in mainstream competition against other players who may or may not come from their specific population group. The important thing is that the player (and not clubs or associations or someone else) chooses how they are involved.

How can you be inclusive?

A useful tool for ensuring inclusive coaching is the TREE approach. The TREE acronym highlights four key areas that a coach can adapt or modify to better include all players, including those from different population groups.

Teaching/coaching style and skills (eg, the way you provide instructions verbal instructions,
visual demonstrations)

Rules and regulations Environment Equipment

By adapting or modifying one or more of these areas you can include most players. Being patient, respectful, flexible (and knowledgeable about how you can vary activities or your approach), well planned and organised and providing a safe environment (as you would for any player) also helps you be an inclusive coach. Being an inclusive coach is simply good coaching practice.

Minor incident management procedures

The risk of injury is an inherent part of most sports, including Softball. Coaches have a responsibility to manage that risk and keep it to a minimum, as discussed in the previous section of this Module. Coaches also have a duty to manage any injuries that do occur, and know how to render emergency assistance.

Preventing or minimising injury

Prevention is better than cure. Coaches can minimise the risk of injury occurring to players and other participants by ensuring that they meet their legal responsibilities (ie, by providing a safe environment and adopting strategies to minimise the risk of injury to players and other participants). Preventative measures include:

Adequate warm up, stretch and cool down Teaching correct skills and techniques Safe equipment, playing areas and facilities Adequate fluid replacement Protection from heat and cold Being aware of existing medical conditions Using common sense

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Adequate supervision

Types of injuries
Injuries can be classified into several categories. Some general ones are: L Life-threatening S Serious eg, head injuries, neck injuries, abdominal injuries eg, head and facial injuries, broken bones, joint injuries, tendon or muscle tears eg, bumps, sprains, strains, superficial bruises, cuts, blisters, cramps and stitches, winding, bleeding nose eg, shin soreness; knee, heel, shoulder or elbow pain

L Less Serious

O -Overuse

Dealing with injury or illness

Coaches must develop a plan for dealing with injuries or illness if they occur. Softball Australia recommends that all Softball coaches undertake a basic Level 1, 2 or Senior First Aid course delivered by an accredited provider in their state or territory. This will ensure that Softball coaches are able to provide the best possible immediate care when and where required. Coaches who undertake specific first aid training are more likely to be able to manage an emergency situation. Coaches must ensure that the emergency assistance provided does not cause any further damage. Coaches should facilitate the emergency care and follow the initial first aid procedures outlined in this section. Once initial first aid is administered, the coachs role is to advise the participant to seek further medical advice. Without medical training, coaches should not offer a 'medical opinion'. When in doubt call an ambulance. Statistics show that more than 50% of injured participants receive inadequate first aid, causing an increase in the time required before returning to sport. When an injury occurs, there are many decisions to be made. The most important of these for the coach is whether the participant should continue with the activity or not. Coaches should always err on the side of caution, as resuming participation may cause further damage to an injury. There are two regimes of first aid for an injured participant. These are for the unconscious and conscious participant.

Unconscious participants
If the participant is unconscious, it is a life threatening situation. The coach must respond immediately as the participant may need resuscitation. Resuscitation should be performed by someone with at least Level 2 first aid training, so it is good practice for all coaches to undertake this training. There are a number of organisations that provide first aid training. Sports Medicine Australia offers a range of first aid training programs specifically designed for coaches and trainers. For further information go to: www.sma.org.au The coach's immediate actions to manage an unconscious participant are critical. Coaches should:

have access to a telephone to call an ambulance have access to the participants medical history know how to access first aid equipment eg, blankets, first aid kit, ice, etc ideally, be able to administer basic first aid to prevent further injury

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Conscious participants
Coaches with no formal first aid training must, as a minimum, know how to render basic emergency care. With all sports injuries it is important to have a set of procedures to follow. The following STOP procedure allows the coach to assess whether the injury seems severe and to determine whether the participant should continue with the activity.

The STOP procedure

Stop Talk Observe Prevent further injury
(via the three options below)

Get help
Severe injury

RICER regime
Less severe injury

Play on
Minor injury

Stop Stop the participant from continuing with the activity and, if necessary, stop the activity. Remember, when an injury occurs, the most important individual is the injured person. The coach's reaction at this time should be calm and controlled, as this will assist in the injured participant's ability to help the coach assess and manage the situation. Panic is no answer in a crisis situation. Talk Talk to the injured participant. Ask questions such as, 'Can you talk?', 'How did it happen?' and 'Where does it hurt?' The coach should listen carefully to the answers to these questions, paying particular attention to the participant's anxiety levels. Remember, remain calm, no matter how severe the injury is. This is a good time to give a few words of encouragement. Keep it simple, positive and reassuring. Try to ensure the participant does not do anything to further complicate the injury, while at the same time reassuring the participant. Observe While talking to the participant, observe the:

participant's personality:

is it normal? is the participant distressed?

injury site:

is there any swelling? is it red? is there any difference when compared to the other side/limb? is there any deformity? is it bleeding?

If the answer to any of the above questions is yes, trained first aid support should be sought. Remember that the coach should err on the side of caution. Some participant's motivation to 'play on' can over-ride common sense.

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Prevent further injury As the diagram on the previous shows, there are three avenues for the coach. These, in order of injury severity, are:

Do not move the participant get professional help If the injury appears to be serious, the participant should be comforted until someone with first aid training arrives (for example, a qualified first aider, ambulance officer, doctor). Keep spectators far away. Comments should be encouraging, positive and aimed at keeping the participant calm. The coach should advise the participant what will happen next without giving them any further reason for concern.

RICER/no HARM The first 48 hours are vital in the effective management of any soft tissue injury. Effective management of injuries in the first 48 hours can reduce the time spent on the sidelines for a significant period. The immediate management should follow the RICER regime. This regime is used for ligament sprains, muscle strains and muscle haematomas (corks), in fact any bumps or bruises that occur in sport.

Play on Participants who have only sustained bumps or bruises generally only need a few words of support and encouragement for them to continue participating.

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RICER regime

What

How

Why
Further activity will increase bleeding and damage

Rest the participant

Remove the participant from the playing area using an appropriate method of transport to prevent further damage Place the participant in a comfortable position, preferably lying down The injured part should be immobilised and supported

Ice applied to the

injury

The conventional methods are:

Ice decreases:

crushed ice in a wet towel/plastic bag immersion in icy water commercial cold pack wrapped in a wet towel cold water from a tap is better than nothing.

muscle spasm secondary damage to the injured area

Apply for 20 minutes every two hours for the first 48 hours Caution:

Do not apply ice directly to skin as ice burns can occur Do not apply ice to people who are sensitive to cold or have circulatory problems Compression reduces:

Compression
applied to the injured area

Apply a firm, elastic, compression bandage over a large area covering the injured part, as well as above and below the injury

swelling and bleeding provides support for the injured body part

Elevate the injured

area

Raise the injured area above the level of the heart whenever possible

Elevation decreases:

bleeding swelling pain

Refer and record

Refer to an appropriate health care professional for definitive diagnosis and continuing management Record your observations, assessment and initial management before referral send a copy of your records, with the participant, to the health care professional

To obtain an accurate, definitive diagnosis and for continuing management (including anti-inflammatory medication, if required, and prescription of a rehabilitation program)

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In the first 48-72 hours with injuries of this kind, the HARM factors should be avoided.

H A R M
Injury report

Heat

such as a sauna, spa, hot water bottle, hot shower or bath, hot liniment rubs, etc as these will increase bleeding increases swelling or exercising too soon can make the injury worse or the use of heat rubs increases swelling and bleeding

Alcohol Running Massage

Coaches should record details of any injury to a participant and any treatment administered. This information should be available to the parents/guardian of young participants or carers of participants with a disability (who require a carer) so that they can monitor the participant. Coaches are expected to document injuries. A sample injury report form is included on the next page. The injury report may also be useful to the coach in future risk-management planning. Injury reports may contain private details and coaches are advised to ensure that they manage these records complying with the Privacy Act 1988 and any additional legislation that is associated in particular with health records.

Illness, medical conditions and participation

During times of illness, a participant's body can be particularly vulnerable, with the risk of damage to organs being high. When ill or feverish, the participant should not take part in sporting activities. A number of conditions may prevent participation temporarily. These include:

chronic infections cardiovascular abnormalities eg, valve disorders musculoskeletal problems, such as active joint disorders and arthritis medical conditions, such as diabetes, epilepsy and asthma

These conditions should not prevent participation permanently if treatment is available to allow sports involvement. All coaches should err on the side of caution with participants who have a known medical condition. Coaches should first ask the participant regarding what they can and cannot do, and then seek professional guidance to ensure provision of an appropriate training program.

Note:

Coaches without medical training should refer all medical decisions to appropriately qualified persons. Do not attempt to 'diagnose' an injury. Users of this form are advised that medical information should be treated confidentially. In some states, additional legislation affects the management of health records (see www.austlii.edu.au for further information).

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Injury Report Form Details Name of person injured: DOB (DD/MM/YY): / Date when injury occurred: / / /

Date when injury is evident: / / Male Female

Person Injured:

Athlete

Coach

Other:________________

Gender:

Supervising Coach: _______________________________

(Signature)

Witness: __________________
(Signature)

First aid provided by: ________________

Time of first aid:

Nature of injury: New injury Recurrent injury

Aggravated injury Other: ____________________

Did the injury occur during: [ ] Training

Initial Treatment: None required CPR Crutches Dressing Massage RICER Sling/splint Strapping Stretching

[ ] Event

[ ] Other: ____________________

Symptoms of injury: Blisters Bleeding nose Bruising/contusion Cut Graze/abrasion Sprain Strain

Inflammation/swelling Cramp Suspected bone fracture/break Dislocation Concussion/head injury Loss of consciousness Respiratory problem

Spinal injury Cardiac problem Electrical shock Burn Insect bite/sting Poisoning Other: ____________

Body part injured:

How did the injury occur? Collision with a fixed object Collision/contact with another person Fall from height/awkward landing Fall/stumble on same level Extra detail regarding how the injury occurred:

Overbalance Overstretch Slip/trip Other: ____________

Was protective equipment worn on the injured body part?

Follow up action:

None Ambulance

Medical practitioner/physiotherapist Other: _______________________

Hospital

Signature of person completing form:

Date:

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Module 2 Planning and reviewing a training session

Learning outcomes At the completion of this Module the candidate will be able to:

Plan a training session for beginner level players Review a training session for beginner level players

Good training sessions dont happen by chance. If you are to ensure that you have everything you need for a training session (eg, an appropriate training area, necessary equipment, enough helpers, and players!) and maximise player enjoyment and learning, then you need to plan your training sessions. The purpose of this Module is to examine: the benefits of planning training sessions, things you need to consider when planning training sessions, the goal of a training session and the elements of a training session and what should be included in each element. Softball Australia tips for maximising warm-ups are also considered.

Benefits of planning training sessions

Each training session should be planned carefully so that all players are able to learn new skills and build confidence. This means being aware of individual differences within the team and appreciating that all people develop at different rates. The emphasis at training should be on improvement and enjoyment. Planning each training session:

assures maximum use of the time available assures efficient coverage of all phases of the game leads to improved skill development maintains better player interest by ensuring there is a variety of drills and less time is wasted allows evaluation at the end of a session and aids in planning for future sessions ensures that each session is progressive, safe and fun

Considerations when planning a session

When planning a training session you need to consider the following:

time available for training number of players available type and amount of equipment required age and ability of players physical condition of players condition of the playing field

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Deciding on the goal/s for the session

The first step in planning a training session is to decide on the goal (or goals no more than two or three) for the session. What is it that you would like to achieve from the session? What should the players be able to do by the end of the session (or a series of sessions)? Your goals should be SMART goals:

Specific Measurable Achievable and Realistic

Clear not vague Can be measured in quantity, or time Challenging but achievable and realistic in terms of the time and resources available and the ability level and experience of the players. The 'A' in SMART can also stand for 'Agreed'. If the players agree it is a worthwhile goal, then they will work harder to try and achieve it. Specify when the goal should be achieved by- the end of the session? The end of the week? The end of the program?

Time-bound

The goal or goals for the training session should take into account the players skill levels and their own motivations for being involved (is it to have fun, make new friends, learn new skills, something else?). Some goals may be achievable in one session, others may need several sessions to realise. Be flexible and be prepared to adjust the goals if they are too difficult or too easy for the players or if required equipment is not available or the environment presents a safety hazard (eg, a slippery surface due to rain). The primary goal of a training session will be to develop some aspect of fundamental softball skills or team play but there are a number of secondary goals to be considered when planning a training session. These may relate to some aspect of fitness, knowledge of the rules, working together as a team/team spirit, developing a positive self-image in the players or having fun.

Examples of NON SMART Goals

To improve fundamental skills

SMART GOALS
To execute an overhand throw to a team mate by the end of the session To explain what a 'strike' and what a 'ball' is by the end of the session To incorporate conditioning activities within the skill activities each training session To develop 3 friendships with children who have similar interests

To increase knowledge of rules

To improve fitness

To make new friends

The goal or goals for the training session will help guide the activities that you include in the session. What activities will help you achieve the training session goal/s with the players you are working with?

Elements of a training session

The traditional training session plan should be completed before the actual training session. A traditional training session plan has five elements. Some of these are necessary for every training session while others may be excluded according to the needs of the team based on the:

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skill level of the players time of playing season time and space available, the facilities being used objectives of the session

The elements of a traditional training session and the suggested duration of each element are:
1

Warm-up (15-20 minutes)

Skill development (20-25 minutes) Game application (20 minutes) Conditioning/recreation (15 minutes) Cool down (5-10 minutes) Review and evaluation (5-10 minutes) The suggested durations of each element are designed to provide sufficient time to achieve the objectives of each element. You should vary the duration according to the age, fitness level and ability of the players eg, shorter duration for younger children or players with low levels of fitness or ability.
1

Warm-up

The warm-up is a vital part of any training session or game. The warm-up serves two basic purposes:

helps prevent injuries by raising the temperature of the muscles and increasing the circulation around the joints prepares players mentally for the training session or game in order to improve overall effectiveness through concentration

A proper warm-up includes:

a general body aerobic component (eg, jogging) to increase body temperature through increasing blood circulation. A good indication of an adequate warm-up is a light sweat flexibility ie, stretching exercises to stretch major muscle groups and mobilise major joints (you might just use range of movement activities for very young players, rather than formal stretching exercises), and simple softball activities (eg, throwing, catching, fielding)

All around dynamic warm up routine which includes the rotation from one activity station to another. Using games as part of the warm-up will help make the sessions more fun and enjoyable for children. Select games that when played, will achieve the desired outcomes of the warm-up. Don't choose games that have stop-start activities or long periods of rest. Examples of suitable games that will develop agility, flexibility, speed and strength are: Fox and the Geese Divide the group into subgroups of five or six. One is the fox, the others are the geese. The geese must be linked by holding the waist of the person in front. The front goose tries to protect the others by blocking the path of the fox, who is attempting to tag the last goose. After a few minutes, rotate positions so that there is a new fox. Progressive Relay Form groups of four or five. The first member sprints to a marker and back to the team, collects

27

the second player and, linking arms, they sprint to the marker and back. This continues until the last team member is collected. Donkey All players jog inside an area, (eg a diamond) until the coach calls out a designated target, eg 2nd Base. Players run and line up behind that target. The last three to arrive are each given a letter of a word. The object is not to be the player who gets all the letters (note: the coach can control this activity by calling out a target close to one of the slower players.) Circle Run Six to eight form a circle, standing several metres apart (depending on skill level). One player has a ball. On 'Go', he/she throws the ball to the next person and then attempts to run around the outside of the circle in reverse direction before the ball is relayed around to its starting position. Rats and Rabbits Divide the group into two teams called 'rats' and 'rabbits'. Each team is given a home line (eg, st nd rd home to 1 base, and, 2 to 3 base). The players jog inside an area, eg the diamond until the coach calls one of the names. If 'rabbits' is called, they must chase the "rats", in order to tag as many as possible before the 'rats' reach their home line. Giants and Dwarfs One of the group is the giant, the rest are the dwarfs. The giant stands in the diamond facing away from a baseline about 15 metres away. The dwarfs start from the baseline and advance slowly towards the giant. On the call of 'go', the dwarfs turn and run back to the line, the giant chases them and tries to tag as many as possible. If a dwarf runs outside of the diamond, they are considered tagged. The dwarfs tagged become giants and help chase the next time. Skill development This element has two components (i) revision of previously acquired skills and/or strategies, and (ii) introduction of new skills and/or strategy.

Demonstrate the skill (break the skill down into parts, starting from the simple and gradually becoming more complex) and progress at the appropriate time Ensure each child can see clearly and understand Group children according to ability level Organise to ensure realistic training ie, a related training activity that has the new skill as its focal point. Each skill situation should be put into a miniature game as soon as possible so the players can see the relevance Allow repetition (have sufficient equipment to form more groups with small numbers of players to reduce waiting time rather than a small number of large groups) Observe Praise good technique Correct fundamental errors, concentrating on self-improvement Set tasks to boost confidence Make the activity more challenging

Game application The goal of this element of the training session is to have the players perform the new skill(s) in game situations by setting up activities which simulate the part of the game to which the new skill applies. Follow these basic steps:

Identify the game situation(s) where you will apply the skills

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List the activities you will use and their progressions Increase the competitive aspect of the activity in gradual steps

Players will play and react in a game situation directly relative to what they have been practicing and the more closely coaches simulate game conditions in their training sessions, the better the players' performance in the game will be. Also, as the level of arousal increases (competition stress) the more important the principle of specificity becomes. This is because, under stress, the response that has been trained (dominant response) will be even more likely to occur ie, the player will revert to automatic reactions. Thus, be sure that the automatic reactions that you instill in your players through training are the reactions that are required in the game situation. Conditioning/recreation If conditioning is included, it should occur after skill training and there should be some progression from training session to training session. If recreation is the goal, use games or competitions to stimulate interest. For younger children, the emphasis at training should be on learning the basic skills. Developing fitness through the enjoyment of learning skills will establish a platform on which more formal conditioning can take place in the future. Conditioning can be developed by a vigorous, skill-oriented session that builds the fitness base of the player. Intensive skill training sessions will in themselves ensure that an adequate level of fitness is achieved without emphasising any one physical element. As the player matures and progresses, the coach can develop a conditioning program to match the capacity of performance. If speed training is included in a training session, this needs to be done immediately after the warm-up, before the players get tired. Cool down A proper cool down allows a player's body temperature and heart rate to decrease slowly and helps clear the lactic acid that is built up in muscles during vigorous activity. Like the warm-up, the cool down should be fun but not too active you need to select activities which will relax the group, not get them excited. Stretching, walking or gentle jogging are suitable activities. An effective cool down consists of a gradual reduction of activity levels for 5-10 minutes followed by a comprehensive stretching program (or 'disguised stretching' range of movement activities for young children). Review and evaluation After a training session you must review the activities and results with your players. This allows you to check how well the objectives were achieved and to reinforce points or ask questions to ensure players understand what was covered. This should occur either during or immediately after the cool down. The information gained during this time contributes to the planning of future practice sessions. A session planner template is provided at the end of this Module.

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Session planner

Date: Group (level) Goal/s for the session:

Venue:

Equipment and space required:

Safety considerations

Element Warm up

Activities

Time

Body of session

Cool down

Review and evaluation

Things to remember for next time

Injuries or incidents: (attach an Incident Report Form)

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Module 3 Developing sports skills teaching and progressing skills

Learning outcomes At the completion of this Module the candidate will be able to:

Explain the importance of basic motor patterns or motor skills in the development of sportspecific skills List the three stages of learning and outline player attributes and recommendations for coaches during each stage Identify key learning style preferences and how coaches can accommodate these learning styles Identify the two key coaching styles for developing softball skills and the key features of each Describe the seven steps to progressing a skill and how they can be applied to training

General player development

If a player is to develop sport-specific skills, then they must have first developed the basic movement patterns or motor skills that form the basis of all movement. As these basic movement patterns are defined, practiced and refined so the player can enhance sport-specific skill development. These basic movement patterns or motor skills include:

Running Jumping Skipping Hopping Throwing

Catching Agility Balance Hand-eye co-ordination

Effective development of these movements means:

An improvement in general movements for a lifetime An improvement in the translation of these movements into sport specific ability An ability to progress athletes through sport-specific skills with more efficiency An improvement in outcomes in sport-specific activities

Opportunities for the development of basic motor skills must be included into every training session and do not need to be delivered in a separate format to 'sport-specific' skills. Basic motor skills can be incorporated into any activity or drill designed for Softball. The focus then must be on the acquisition of these skills and the provision of activity for fitness and social development.

Player learning styles

People gather and store information through their senses. They use the following senses to obtain and remember knowledge:

visual auditory kinaesthetic

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tactile olfactory

Each person has a sensory strength that may be different to other people. Some people may rely on vision to take in and store information whereas others may rely on their kinaesthetic sense. It is important for coaches to identify the sensory preferences of their players and take these into account when planning and conducting training sessions and games. Coaches can accommodate these different sensory preferences or learning styles by using a range of approaches. For example, when communicating with players, coaches should present the information visually (with demonstrations or pictures), verbally (by providing instructions) and kinaesthetically (by getting players to try the skill or activity themselves). Once you have identified what your players' stage of learning and preferred learning style and how to progress the development of skills, the challenge now lies in incorporating this into the training session.

Fun and development over competition

In addition, to enhance the development of the players we coach, we must support their exposure to as many activities and sports as possible during their early development. This wide-ranging exposure will encourage them to develop globally as 'athletes' and provide us with a better platform on which to build our softball programs. Many factors will affect the ability of a player to learn, including:

the characteristics of the players you coach (for example, their maturation level and experience/stage of learning) their motor and cognitive intelligence their attention capacity, and their motivation to learn

Your players' learning will also be influenced greatly by what you do ie, how you organise practice, how you teach, and how you provide feedback. With this in mind, there are four steps to teaching sport skills:

Introduce the skill Demonstrate and briefly explain the skill Practice the skill Provide feedback to correct errors

Stages of learning
As players practice skills they proceed through various stages of learning. Players move through these stages at varying rates and when new skills are introduced they may regress from a later stage to an earlier stage. The coach's responsibility is to assess each player's current stage and develop appropriate practices so that each player is motivated and challenged. The stages of learning may be considered on a continuum as the player improves due to effective practice strategies and feedback.

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The three key stages of learning are Early (or Novice), Intermediate and Final (or Expert). Figure 1 illustrates player attributes at each stage. Figure 1 Stages of learning and player attributes Early (Cognitive) Have to think hard about action Usually highly motivated Lots of mistakes Parts of movement are missing, especially preparation, follow-through Poor coordination and control Movements don't use all body parts, some are stiff Poor decisions Performance is inconsistent Intermediate (Associate) Parts of the skill are refined, modified as player associates their actions with movement results Improved coordination and control Player learns to detect and correct own performance errors Reasonable results but some components not performed correctly More consistent performance Final (Autonomous) Player performs skill automatically Coordinated, efficient action Can perform under pressure Skill errors often identified by player Often a decriment in performance when modifications made to technique Players are challenged by solving 'higher order' motor problems Consistent performance When planning training, it is important to consider what stage of learning your players are at and, subsequently, how you will progress their skills from the basic form to the Softball diamond application.

Seven steps to progressing a skill

The seven steps to progressing skills from 'Basic' to 'Diamond Application' The ability to progress a skill from its most basic form to its application during a game is one that requires regular practice and experience. Accordingly, the coach's ability to offer opportunities to athletes that allow appropriate skill progression should be refined at each level of coaching. The following seven steps to progressing a skill are the most fundamental in the teaching of skills.
1

Explanation and demonstration Explain 'when' and 'why' you use the skill so that a player has a clear picture of where it fits into the game. The most salient coaching points should be emphasised during the demonstration. For example, use key 'cue' words such as 'follow through', 'wrist snap', 'elbow high' and 'ball in fingers' when teaching throwing.

Basic movement/no equipment Players should be allowed to practice the skill without any equipment used at this stage. Individual feedback should be given to each player regarding the execution of the skill, ie, fault detection and correction. Corrections should be made where there are errors that do affect the outcome of the skill. Identify the main problem areas first, do not try to correct too much at one time. Players should be given time to practice the skill once feedback has been given. Note: Once you have given feedback to a player, ensure you stay and observe their next attempt. Comment on their performance.

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Basic movement with equipment Depending on the nature of the skill you are teaching, the player should practice the skill with appropriate equipment. For example, the use of incrediballs or smaller balls for teaching grip or the use of ground/wall targets for accuracy. Feedback should be the same as noted in Step 2. Add a ball After players have been given adequate time to practice the skill individually or in groups, the appropriately sized ball/softball can be introduced. The ball should be introduced in all situations as required and as the skill develops. Continue feedback. Add game-like situations Once the player is able to successfully perform the skill, 'game-like' situations should be introduced. You may decide to utilise a 'chalkboard' session in the initial stages to better facilitate the player's understanding of the requirements. Dynamic drill Players should then be given an opportunity to practice the skill in a dynamic drill situation so as to incorporate skills of timing and decision-making. This could involve the use of more players and other skills, which are within the capabilities of the level of players. This step may involve a couple of stages and will require plenty of feedback regarding the SKILL being taught and other relevant skills/movements required. Diamond application The skill should then be incorporated into an 'on diamond' situation. This does not necessarily have to involve the whole diamond or the entire team. The application to the game may involve the infield or outfield where the specific skill is executed. Alternatively this stage may involve application to situations that involve combinations used by different positions, eg a double play or an outfield relay to home plate. Players can be asked to apply the particular skill in their designated positions.

Application of the progressions to training

Step 1 Introduce the skill clearly and use language the players can understand. Be brief. Say what you have to say in less than 3 minutes. Good introduction

Get the players' attention. Arrange the players so all can see and hear and the coach can see every player. Here are two good team formations for teaching: (a) XXXX X XXXX XXX 0 (b) XX XX XX 0 XXX XX XX XX

Arrange the players so that distractions from the sun, wind and other activity groups etc are reduced as much as possible. Name the skill and give a reason for learning it. The more the players understand why they are learning a particular skill and how it fits into the total plan for playing the sport, the easier it is for them to develop a mental plan for learning. This strategy also increases their motivation to learn because they know why they are being asked to learn.

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Step 2

Demonstration and explanation are the key ways to help your players acquire a mental plan for a skill. The aim of a demonstration is to produce a model of the required performance. The skill should be demonstrated by someone who can perform it proficiently, as athletes will copy what they see. Several alternatives are: (a) you demonstrate, (b) a player demonstrates, (c) use a video or film. Make sure the demonstration is appropriate to the skill level and stage of development of the players involved Before the demonstration, point out two or three important points for the players to look for Demonstrate the whole skill just as it would be performed in a competitive situation Demonstrate several times Demonstrate for left and right-handers (if applicable) If the skill is complex, demonstrate the major parts separately If the skill is performed rapidly, demonstrate it at normal speed and then at a slower speed so athletes can clearly see the sequence of movements During the demonstration, explain the skill Keep explanations simple and brief Make certain the explanation mirrors with what is being demonstrated Time the explanation to either prepare the players for what they will see or to reinforce what they just saw Relate the skill to previously learned skills, e.g. overhand throw is like a tennis serve, snapping of the wrist in pitching is like the overhand throw snap Ensure your players understand the skill by asking for questions or asking questions yourself. Keep your answers short and relevant

Step 3

Players should begin practicing the skill as soon as possible following the demonstration and explanation so they have a clear picture of what they need to do You need to decide whether they will practice the whole skill or break it into parts. Continual progression, even in very small steps, is better than pushing too fast for perfect performance. If a skill is low in complexity and the parts are difficult to separate, it is best to practice the whole skill. Part practice is better when the task is high in complexity and the parts are easy to separate. When breaking skills down into small, easy steps you gradually combine these steps into the more complex skill. The part method for most complex sport skills is usually the whole-part-whole method. You teach the whole skill, practice it in parts and then recombine the parts back into the whole through practice. DrilIs are used to teach the parts of the skill and to recombine them into the whole skill. Develop one component of a skill at a time. When athletes fail to make progress in learning a skill after considerable practice, it is often because they are trying to improve two or more things at once. When you see this, look for a way to break the skill down further so you can isolate a single component. If one teaching procedure is not working, try another. Remember, athletes differ in how they learn and there is no one correct way to learn any sport skill

The following principles are important for making practice productive:

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Practice the right skill. Select drills that will help your players learn the target skill. Fit the difficulty of the skills to be learned or performed to the ability of the athletes. Practice the skill in game-like conditions. The purpose of many drills is to limit the variety of choices to be made and responses to be performed. This is useful when athletes are initially learning complex skills but when such drills are overused and competitive stimulations are few, athletes are not prepared to make choices and responses in the rapidly changing conditions of a game. Drills need to simulate the competitive situation in which the skill is to be used. It's also important to practice the skill at the speed it is to be performed in competition, provided it can be executed safely and with a reasonable degree of accuracy. This process produces more rapid and effective learning than does emphasising slow, accurate movement and gradually increasing the speed. On the other hand, if the skill requires both speed and accuracy, practice should give equal emphasis to both. Keep practices short and frequent when teaching new skills. When first learning a skill athletes are likely to make many mistakes and tire quickly. The skill, therefore, should be practiced frequently but not for too long. Intersperse practice with either rest intervals or practices of another skill that uses different muscle groups and demands less effort. Use practice time efficiently. Keep everyone active rather than have them standing around for long periods waiting their turns and getting bored. Organise the players into small groups to reduce waiting time between turns. Keep demonstrations, explanations and feedback concise. Be sure to have a practice plan so you know what you'll do next and develop routines for athletes to follow when changing activities. Don't spend too much time on skills athletes already know well, work on those that need the most improvement. Make optimal use of facilities and equipment. Design drills, practice formations, etc to make efficient use of your facilities and equipment. Consider not only maximum use but best use as well. Make sure players experience a reasonable amount of success at each practice. An important way to build success into every practice is to select the right progressions for learning skills and shape the desired behaviour. Shaping is the process of reinforcing an individual's behaviour in order to make their behaviour follow a natural progression.

The desired behaviour is simplified into small steps which build upon one another. If appropriately arranged, the first step (and then the second and third etc) is already within the reach of the athlete and consequently, he/she can be positively rewarded when the behaviour is performed. The number of steps and the size of the jump from step to step will differ depending upon the behaviour being learned and the athlete's initial capabilities. If you make the steps too difficult, then few athletes can experience success. If athletes are having difficulty performing a skill correctly, it may be best to take a break or practice some other aspect of Softball. You may want to back off a new skill entirely and approach it afresh another day. Forcing the learning process is likely to produce failure and frustration. Some people get the basics quickly while others take quite a while longer. Be careful not to teach too much at the one time. Make practices fun. Avoid repetitious and boring practice sessions. You can make practices fun by using a variety of drills and activities to work on skills. Players could help design activities that will help them learn new skills. Avoid constant instruction during practices and games allocate some time in practice when athletes can just play the game without receiving evaluation or feedback from the coach.

Emphasise learning not performance. Mistakes and errors are a natural part of the learning process.

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Step 4 Correct errors. Practice alone is not enough to learn a skill correctly. For practice to be productive, you must provide your athletes with two types of information to correct errors:

How the completed performance compares with the desired performance, and How to change an incorrect performance to more closely approximate the desired performance.

Both types of information are called 'feedback'. One of the most common coaching mistakes is to provide inaccurate feedback and advice on how to correct errors. Don't rush into making corrections, wrong feedback or poor advice will hurt the learning process more than no feedback or advice. If you are uncertain about the cause of the problem or how to correct it, continue to observe and analyse until you are more certain. As a rule, you should look to see the error repeated several times before attempting to correct it. Providing feedback Effective feedback is the communication that you have with your athletes which successfully changes the behaviour of your athletes. Effective feedback is the key to successful coaching. Feedback should be:

Specific not general Give simple and precise information about how the performance can be improved. Learning is more effective when an athlete attempts to correct only one error at a time which means you must decide which error should be corrected first. To do so, begin by determining whether or not one error is causing another. If it is, have the athlete try and correct it first as this will eliminate the other error(s). However, if the errors seem unrelated have the athlete correct the error that you think will bring the greatest improvement when remedied. Improvement will likely motivate the athlete to correct the other errors. Include demonstrations and explanations in the feedback, as people learn in different ways. Positive Try to look for what is good in your athlete's performance, praise that, and then try and shape the wrong behaviour. Give positive feedback and praise to all players, not just the better players. Immediate Give feedback as soon as possible so that athletes know what the feedback pertains to and do not continue to practice incorrectly. If an athlete cannot clearly remember the particular situation that you are referring to, it does not matter how concise your feedback has been. Therefore, to make your feedback truly effective, give it as quickly as possible after the particular event has occurred. In this way the athlete will have a clear memory of what he/she has done and will be able to act on your advice. Constructive If feedback is used to identify an error then it should provide reasons for the error as well as possible solutions. Continual The more often athletes get useful feedback, the more they will try to correct their performance and therefore, the faster the learning. Directed towards behaviour the player can control should always be sure that that change is within the athlete's capabilities. When dealing with young athletes, for example, you should be pleased that they threw the ball accurately even if a strength problem meant it did not reach the base in time for an out. This can occur with mature athletes as well. If a player was putting 100% effort into training there would be no point in telling him/her to train harder to improve. Instead, the time would be better spent improving the athlete's technique.

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Recommendations for coaches

Learning stage Early Recommendations for coaches

Provide clear, concise demonstrations and explanations, then provide immediate opportunities to copy/practice Use cue words If movement is complex, teach the linked components Identify aspects that are performed correctly Focus on the components that are missing Use imagery to encourage players to use all body parts Be enthusiastic, positively reinforce correct aspects of movement and praise effort Keep practice time short to avoid boredom and loss of concentration Practice for consistency Ask players to evaluate their own performance ('What did you do well in that throw?' 'How could you do that better next time?') Video the performance and ask the players to evaluate it Use reinforcement to maintain the player's positive feelings about the performance of the skill (Tell them what they did well, then what they need to do next time to perform it better) Use modified games to practice the movements Practice for consistency Practice under variable conditions, eg throw to team mates from different distances, angles with little or no pressure Have the player randomly practice a number of skills Challenge the player to process other information while performing the skills (or attempt to distract the player) Develop a pre-pitch/pre-hit routine that allows player to develop an automatic response Conduct game-specific scenarios during training Use questions that encourage the player to reflect on their own performance, develop the player's capacity for self-analysis Have players practice under random and variable conditions When introducing new skills/modifying technique, advise the player that their performance may deteriorate for a period of time. Be patient and continue to encourage the player and record progress Structure activities to replicate more complex motor problems

Intermediate

Final

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Coaching methods Technique-Based vs Game Sense approach to developing skills

There are two types of teaching styles that can be adopted for coaching Softball. They are the Technique-Based approach and the Game Sense model. In the 'Technique-Based' approach the coach is the instructor and is the provider of knowledge about technical aspects of the skill. With the 'Game Sense' approach the coach becomes more of a facilitator and uses games and questions to encourage players to think about an activity and its rules, its strategies and tactics and the contribution the development of the skill will have on the game. The two different approaches require a somewhat different training session structure as illustrated below. The Technique-Based approach uses the traditional session plan structure discussed in Module 2, where skills are practices independently before being introduced into game situations. In contrast, the Game Sense approach focuses on developing skills through games. In other words, games that require players to use the skills are introduced from the start of the session. Figure 2 Technique-Based approach and Game Sense model as they relate to the training session. Technique-Based Introduction/warm up Skill Instruction/demonstration Practice/activity/feedback Modified game play Conclusion/warm down Game Sense Introduction/warm up Modified game Questioning Modified game Questioning Conclusion/warm down Using a combination of the two styles throughout the season will assist players to develop fundamental skills, as well as the ability to link them to the bigger picture of the game.

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Module 4 Fundamental Softball skills developing fundamental skills

Learning outcomes At the completion of this Module the candidate will be able to:

Identify the fielding positions in Softball and the responsibilities and key qualities of each position Outline how to select and get familiar with a fielding glove Teach and correct catching a thrown ball Teach and correct an overhand throw Teach and correct fielding of ground balls Teach and correct fielding of fly balls Teach and correct basic pitching technique Teach and correct basic catching technique Teach and correct basic hitting technique Teach and correct basic base running technique

The focus of the FUNdamentals of Softball (Level 1) Coach Accreditation Program is on the proper mechanics and execution of the fundamental Softball skills of: catching a thrown ball, executing an overhand throw, fielding ground balls and fly balls, basic pitching, catching, hitting and base running technique. The purpose of this focus is to assist coaches to correctly develop fundamentals Softball skills in beginner level players.

Fielding positions

Field positioning

The diagram overleaf represents where players should stand for each fielding position. However as players' skill and confidence progress, they will become more aware of the cues available to them during the game which may impact on where they stand.

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Infield The infield is the first line of defense behind the pitcher and will generally make more defensive plays than the outfield. Key positions that make up the infield include the:

Pitcher Catcher 1st Base 2nd Base Third base; and Shortstop

Infield players are responsible for fielding ground balls, catching fly balls, throwing to various bases, covering bases, backing up and tagging runners. Whilst it is important for all players to develop the basic fundamentals in any position to be successful, there are usually four common qualities that characterise a good infielder. These include the ability to be alert on every pitch thrown and make the right play, an eagerness or aggressiveness to go after the ball rather than waiting for it to come to them, good reflexes and the ability to move quickly in all directions and no fear of hard hit balls or oncoming baserunners. Outfield The outfield is sometimes considered less demanding than the infield, however a strong defensive outfield will execute important outs, and like the infield, will make a valuable contribution to the game. Key positions in the outfield include:

Left Field Centre Field; and Right Field

Outfield players are responsible for catching fly balls, fielding ground balls, throwing to infielders at various bases including home plate, covering bases from time to time and backing up. Whilst it is important for all players to develop the basic fundamentals in any position to be successful, there are usually three common qualities that characterise a good outfielder. These include the ability to position themselves properly for different batters and different situations, react to the batted ball quickly and possess a strong accurate throw.

Selecting a fielding glove

1

Selecting a fielding glove

There is a tremendous range of gloves available for players to choose from. They vary in size and style to suit players needs and positions played. When making a selection it is important that the player can control the glove, so the weight and size of it are important criteria to consider. Fielding mitt
(can only be used at 1st Base and catching positions)

Fielding glove
(can be used for any position)

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Getting familiar with a fielding glove

For a right handed thrower the glove is placed on the left hand (see the gloves pictured) For a left handed thrower the glove is place on the right hand Place the thumb in the section marked Thumb Place the index and middle fingers in the section marked C Place the pinkie and ring fingers in the section marked D Catch the ball in the pocket of the glove On impact squeeze the thumb and fingers in D together to close the glove around the ball Using the fielding glove is explained in terms of the glove pictured which is a glove for a right handed thrower.

Note:

Catching a thrown ball

1

Catching sequence Hold the glove open in front of the chest with the palm facing the thrower After the ball is released, move the body in line with the thrown ball Adjust the glove position depending on the location of the throw: If the ball is above the waist, fingers of the glove point up If the ball is below the waist, fingers of the glove point down Watch the ball into the glove Catch the ball in the pocket of the glove, not the fingers Squeeze the glove closed and cover the glove with the throwing hand As the ball enters the glove 'give' with the hands and arms to cushion its impact and draw the ball and glove towards the body Take the glove and ball to the throwing shoulder as the throwing hand reaches into the glove to grip the ball ready to throw

Ready position Body position

Face the thrower Feet are shoulder width apart and parallel Bend the knees slightly with weight evenly distributed Hold both hands chest high with the glove open to the ball, fingers up and thumbs together

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Body movement

Move the body behind the ball using a shuffle step or cross over step depending on the accuracy of the throw

Catching technique

Catch the ball in the pocket of the glove Draw the hands slightly back towards the body to 'soften' the impact of the ball into the glove Catching below the waist the fingers are pointing down with the little fingers together Catching above the waist the fingers are pointing up with the thumbs together Watch the ball into the glove Secure the ball by squeezing the glove around the ball after impact and covering the glove with the throwing hand

Catching below the waist

Catching above the waist

Preparing to throw

Once the ball is secured take the glove and throwing hand to the throwing shoulder Turn the glove towards the body Use the throwing hand to reach in the glove and grip the caught ball Bring the body to the 'Set Position' for throwing by using either a crow hop or crossover step

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Gripping the ball

'Set Position' for throwing

Executing an overhand throw

1

Throwing grip Hold the ball in the fingers not the palm Hold the ball with 2, 3 or 4 fingers on top of the ball Fingers are placed across the seams Aim to have the thumb on the seam directly under the ball Hold the ball firmly but not rigidly

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Set position

Stand side on and point the glove hand shoulder and elbow at the target. Feet are slightly wider than shoulder width apart Head is over the belly button Throwing hand is extended back with the elbow above the shoulder Fingers and ball are pointing away from the body Head remains still and level with eyes looking at the target

Throwing technique

Throw starts with an extended walking step using the foot opposite to the throwing hand Step should be straight at the target Rotate hips, then body and then shoulders to the throwing side as weight is driven off back foot and transferred onto the front foot Weight transfers to the front foot as arm comes forward and over the top. Fingers are behind the ball Ball hand trails the elbow until the shoulders are square As the arm comes forward the wrist is under the ball and wrist is kept cocked Ball is released at a 'high five' position with wrist snap toward the target

Follow through

After release the body continues forward rotation until the throwing shoulder is pointing at the target and weight is on the front foot Throwing hand continues down and past the opposite hip and knee

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Fielding a ground ball

1

Fielding sequence Move behind the path of the ball and set feet slightly wider than shoulder width apart Bend the knees and lean from the waist with the weight on the inside part of the balls of the feet Lean forward from the waist so that the glove touches the ground in front of the body. (Players should be able to see their elbows) Hold the glove wide open facing the ball with the fingers of the glove pointing down The throwing hand is close to and beside the glove Watch the middle of the ball into the glove Close the glove and cover it with the throwing hand to secure the ball firmly In one continuous motion grip the ball and transfer the glove and ball to the throwing shoulder ready to throw

Ready position Body position

Have the feet slightly wider than shoulder width apart Weight is forward, but spread along the inside part of the balls of the feet Bend the knees with the bottom low to the ground (like sitting on a milk crate) Keep the head up with eyes focused on the batter Keep the upper body relaxed

Hand position

Keep the hands low Glove touching the ground Have the elbows out in front of the knees and not locked in

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Fielding technique Body position

Get into the path of the ball The body must stay low, with knees well bent and bottom low Feet should be at least shoulder width apart The striding foot should be slightly ahead of the pivot foot Move the head only to enable you to watch the ball into the glove Body should be directly facing the oncoming ball

Hand position

Keep hands well out in front of the body Glove should touch the ground Field the ball from the ground up Hold the glove wide open facing the ball As the ball hits the glove elbows 'give' with the ball Once secured, use the throwing hand to grip the ball inside the glove In one continuous motion take the glove and ball over the throwing shoulder ready to throw

Preparing to throw

Bring the ball in the glove straight up from the ground to the belly button/stomach. This is sometimes coined 'up the funnel'. Turn the body side-on to the target using either a crow hop or crossover step Take the ball and glove directly to the overhand throwing position (no windup) Point the glove side elbow to the target Commence throwing progression

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Fielding a fly ball

1

Fielding sequence Move feet and body under the ball Hands are above the head and in front of the line of the body Hold the glove wide open facing the ball with the fingers of the glove pointing up The throwing hand is close to and beside the glove to secure the ball Watch the middle of the ball into the glove On impact close the glove and cover it with the throwing hand to secure the ball Let hands and arms give to soften the impact as the catch is made Bring the glove to the throwing shoulder ready to throw

Ready position Body position

Have the feet shoulder width apart The body is more upright for outfielders than for infielders:

knees are bent less hands are further from the ground

Keep the head up with eyes focused on the batter Keep the upper body relaxed

Body movement

Run to get under the ball as quickly as possible If the ball is hit beyond the fielder avoid running backwards to get to the ball If the ball is hit to the left turn to the left to get to the ball If the ball is hit to the right turn to the right to get to the ball

Catching technique

Watch the ball all the way into the glove Catch the ball as close as possible to the throwing shoulder Catch the ball with the fingers of the glove pointing up On impact close the glove and cover it with the throwing hand to secure the ball Let hands and arms give to 'soften' the impact as the catch is made Once the ball is secured prepare to throw using either a crow hop or cross over step

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Basic pitching technique

1

Pitching grip Hold the ball in the tips of the fingers and not in the palm Grip the ball comfortably but do not strain Hold the ball firmly to avoid slipping from the fingers Place the fingers in contact with the seams whenever possible Release the ball off the ends of the fingers

Pitching sequence Stance

Ensure both feet are in contact with the plate Feet are approximately shoulder width apart, with the pivot foot at the front of the plate and the stride (leg) foot at the back Shoulders and hips must be in line with first and third base Hold the ball in both hands in front of the body The entire body must remain motionless for at least 2 seconds but not more than 5 seconds

Pump (drive phase)

Weight is transferred back on to the stride leg Glove and pitching hand extend down as the body moves over the front leg and into a sprint position In this position the weight is loaded onto the front leg Glove and pitching arm are usually in the middle of the body or slightly towards the throwing side

Stride

Take an explosive stride straight towards the catcher by driving the stride leg up and out with the glove arm and pitching arm Accompany the stride with a hard push off the plate by the back (pivot) foot During the stride the pitching arm reaches the top of the arm circle (above your head) and the back foot pivots (squash the bug) allowing the hips and shoulders to rotate away from the batter (right handed towards Third base, left handed towards 1st Base). Point the toes of the stride foot almost towards the catcher (45 degree tolerance) The back leg continues to maintain weight as it drives forward off the plate The body moves from a forward lean (pump) to an upright or very slightly back

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For beginners use an exaggerated or extended walking step

Pitching arm action

Move the pitching arm in a complete circle by bringing it straight up the front and straight down the back of the body Extend the arm but keep it relaxed At the top of the circle, have the arm close to the head by brushing the ear as it passes the head Ensure the arm makes the largest circle possible for maximum force Point your glove to the target to maintain balance and direction

Delivery phase

Drive the total body weight towards the catcher Stride foot lands on the ground with knee flexed to absorb shock Toes should be at about a 45 angle As the stride foot is planted drive the back (pivot) foot forward directly to the target This causes the hips to rotate back towards the batter, followed by the trunk and the shoulders At this stage the pitching arm has come from above the head and is well on the way down with the ball still facing out and the wrist cocked At this point ensure that the shoulders are back in line with the hips. This is achieved by ensuring the glove arm remains at shoulder height and out in front of the body whilst pointing to the target.

Whilst the hips and the shoulders remain open with the glove arm coming down, snap the wrist alongside the thigh region to release the ball It is important to keep the pitching shoulder back during release

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At this time the back leg is beginning to straighten in order to drive the hips square immediately AFTER the release of the ball If the hips square up too soon this will prevent the pitching arm from staying in line to the target and inhibit the speed of the wrist snapping action

Follow through

Allow the pitching arm to continue forward naturally Allow the back (pivot) foot to come forward naturally to a position parallel with the stride foot The body should be well forward with the weight over the toes and distributed evenly on both feet

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Summary basic pitching technique

1

Stance Ensure both feet contact the plate and are shoulder width apart

Pump

Weight is loaded on to the front leg (pivot foot) leg with hands and glove in front of the body

Stride

Take an explosive stride but ensure weight is maintained on the back (pivot) leg

Arm circle/delivery

Hips and shoulders remain open Snap the wrist at the thigh region

Follow through

Back (pivot) foot and pitching arm comes forward naturally Body well forward and weight over toes

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Basic catching technique

1

Catching equipment

Full protective equipment must be worn at all times. This includes:

Face mask Chest protector Leggings Helmet Throat protector

Ready position Positioning in the Catcher's Box

Wait for the batter to set up Set up about one bat length behind the back foot of the batter and directly behind home plate

Stance

Squat like a frog. Trunk is forward. Weight is on the inside part of the balls of the feet. Glove is in front of the body. Throwing hand is hidden behind the back (experienced players) or behind the glove (beginners).

Receiving the ball

Knees and shoulders are square to the pitcher Do not reach for the ball Catch the ball in the centre of the body Catch the ball out in front of the body Watch the ball into the glove 'Give' with the arms on impact Stay low

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Blocking the ball When the pitch is in the dirt over home plate:

Keep the eyes on the ball Directly face the ball Bend the upper body slightly over the ball Place the glove between the knees Drop the knees to the ground as the ball is about to reach the glove

When the pitch is in the dirt to the left of home plate:

Keep the eyes on the ball Step sideways with the left leg first and drop both knees to the ground Bend the upper body slightly over the ball Place the glove between the knee and the foot

When the pitch is in the dirt to the right of home plate:

Keep the eyes on the ball Step sideways with the right leg first and drop both knees to the ground Bend the upper body slightly over the ball Place the glove between the knee and the foot

Note:

Blocking is explained in terms of the catcher's view from behind home plate.

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General hitting
1

Selecting a bat There is a tremendous range of bats available for players to choose from. They vary in length and weight to suit players' needs. When making a selection it is important that the player can control the bat, so the weight and length of it are important criteria to consider.

Batting grip

Place the hands together on the bat at a comfortable distance from the knob Right-handed batters place the left hand closest to the knob of the bat (as shown in the photos below) Left-handed batters place the right hand closest to the knob of the bat Wrap the fingers around the handle Hold the bat in the base of the fingers and not in the palm Centre the knuckles of the fingers (door knockers) so that they are in a straight line up the handle of the bat The grip on the bat should be relaxed but firm enough so that the bat does not slip from the hands If the bat is too heavy slide both hands away from the knob until the bat can be swung comfortably (this is known as 'choking the bat')

Batting grip activities Activity 1 (as demonstrated in the above photos)

Stand with the knees together and rest the bat against the knees Reach down with both hands and wrap the fingers around the handle of the bat (photo on the left) Close the hands around the bat to form a 'V' between the thumb and index finger. The V should point down the line of the bat (middle photo) Lift the bat straight up to their shoulder (photo on the right)

Activity 2

Place the bat on the ground in front of the player Have them pick the bat up off the ground using both hands at the same time Check to see if the grip matches the key points described in Activity 1

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Basic hitting technique

1

Ready position

Stance

Take a comfortable and balanced position with weight distributed on the inside part of the balls of feet Feet should be shoulder-width apart and parallel to each other Head is over the belly button Bat is held roughly over the shoulder Knees are flexed Head and eyes are level

Sequence Stride

Take a soft step towards the pitcher (this is a trigger to commence the batting sequence) Front foot and knee are closed and feet are parallel to home plate Keep hands and eyes level Head remains over the belly button

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Hip rotation

Hip rotation commences after the stride Pivot on the ball of the rear foot after the stride foot is in position (squash the bug) Back leg forms an L shape in line with the back shoulder Front knee is flexed slightly (shark fin effect)

Swing

Shoulders commence rotation after hip rotation Belly button points to the ball Head is over the belly button Head and eyes remain level looking at the contact point Arms are well extended Throw the bat head at ball Extent the bat through the path of the ball

Follow through

Shoulders continue to rotate Maintain a balanced position Knee, hip and shoulder are aligned Bat finishes above the shoulder Head is over the belly button Head and eyes are level

Note:

Make sure your players always wear a helmet when practicing batting or bunting. The coach in these photographs is demonstrating the segments of the hitting action for teaching purposes only.

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Summary basic hitting technique

1

Stance Take a comfortable and balanced position with weight distributed on the inside part of the balls of feet.

Stride

Take a soft step towards the pitcher (this is a trigger to commence the batting sequence).

Hip rotation

Hip rotation commences after stride.

Swing

Bat extension

Follow through

Note:

Make sure your players always wear a helmet when practicing batting or bunting. The coach in these photographs is demonstrating the segments of the hitting action for teaching purposes only.

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Basic base running technique

1

Batter-base runner

Digging out of the batter's box

Take the first step with the back foot (the one farthest from the pitcher) Initially take short wide steps to gain power and momentum Lengthen the stride and pump the arms to maximise speed for running to 1st Base Running to first Run in foul territory within the tramline markings Continue running straight down the line and contact the base at top speed Don't break stride when contacting the base Focus on the base (do not watch the ball) Contact the front corner of the safety base (the one in foul territory) After contacting the base bend the knees, take short pumping steps and shift weight back to facilitate coming to a stop As speed is reduced glance left and/or right to look for the outcome of the play Turn to the left, toward the field of play, without making any attempt to go to 2nd Base Go directly back to the base in fair territory NOT the safety base Never slide into 1st Base unless avoiding a tag

Base runner Leading off on the pitch rolling start

Front foot is beside the front of the base Rear foot is behind the base Bend the knees and lean forward from the waist to take up a sprint position Watch the pitcher and take up this position when they are ready to pitch When the pitching arm reaches the highest point of the arc, begin the rocking movement Transfer body weight to the back foot to enable an 'explosive' drive from the sprint position Take the first step with the rear foot at the time the pitcher takes the stride

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Players should always remain alert and take cues from the pitcher, the defence and the coach.

Rolling start

Leading off on the pitch track start

Rear foot is on the front of the base Front foot is extended in front of the base and points in the direction of the next base Bend the knees and lean forward from the waist to take up a sprint position Watch the pitcher and take up this position when they are ready to pitch When the pitching arm reaches the highest point of the arc, begin the rocking movement Transfer body weight to the back foot to enable an 'explosive' drive off the base Take the first step with the rear foot at the time the pitcher takes the stride Players should always remain alert and take cues from the pitcher, the defense and the coach

Track start

Note:

The Rules of Softball prevent a runner leaving the base before the pitcher releases the ball (or in tee ball before the batter hits the ball). If a runner is caught leaving the base early they will be called out.

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Information on the following skills is provided for general interest only and is not an official or assessable part of the FUNdamentals of Softball (Level 1) Coach Accreditation Program.

Basic bunting technique

1

Ready position

Body positioning using pivot stance

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

Front foot is closed slightly (approx 45angle) Back foot pivots on ball of foot (squash the bug) Knees are slightly bent Body is bent at the waist Eyes are looking over the bat for the ball at the release point of the pitcher Weight is on the inside part of the balls of the feet

Hand and bat positioning

Slide the top hand up the barrel of the bat (about one third of the way). Form a 'V' with the index finger and the thumb of the top hand, with the remaining fingers underneath and closed in a fist. Rest the bat in the 'V'. Arms are extended in front of the body with the elbows relaxed. Hold the bat loosely yet comfortably. Hold the barrel of the bat over home plate at the top of the strike zone and away from the body. The barrel of the bat should be slightly higher than the knob of the bat.

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Executing the bunt

Select a good pitch to bunt (see pictures above) Bend the knees to take the body and bat to a ball that is pitched in the lower part of the strike zone (bat remains in the same position) As the ball hits the bat, draw both hands slightly back toward the body to 'soften' the impact Try to contact the top of the ball Put the ball on the ground in fair territory

Bunting a ball in the lower part of the strike zone

Note how well the batter pictured below bends her knees to get down to bunt the low pitch

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Executing a bent leg slide

1

Safety considerations Coaches must address the safety considerations and be clear about the correct execution of the highly technical aspects of sliding before beginning coaching Make sure that all players have long pants or knickerbockers on before starting any sliding drills Players should practice in bare feet or socks until the technique is mastered A grassed area is preferable to use when working with beginners Model the finishing position, and then WALK through the sequence of the slide first with players Practice in this way until players feel comfortable with the technique. The more relaxed players are the easier it will be to slide and the risk of injury is reduced.

Timing the slide

Players should start the slide about one and a half body lengths from the base, depending on their weight, running speed and ground conditions

Sliding leg

Have players sit down from a standing position They will naturally tuck one leg underneath the other The leg that is tucked under is their natural sliding leg Emphasise to players that sliding is a natural motion

Body position

The sliding leg is bent at about 90and tucked under the other leg, which is extended over the top Weight is well back and on the side of the sliding leg Chin is tucked to the chest Hands and arms are raised above the head to prevent the head hitting the ground. (Hands should stay clean) In the event that beginners hit their head on the ground whilst sliding, as a progression, allow them to cross their arms on their chest rather than throwing their hands back as they slide The extended leg is slightly bent and foot is kept off the ground approximately 10-15cm with toe pointed up (although not vertical) Base is contacted with the extended leg

Finish position

As the base is contacted with the extended leg, the upper body lays back The back and side of the player's uniform should get dirty Players should stay alert for the outcome of play

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Module 5 Rules of play and modified games Junior Games Pathway

Learning outcomes At the completion of this Module the candidate will be able to:

Identify the basic rules of play Outline the purpose and benefits of modified games Describe the modified game options within the Junior Games Pathway

In addition to being able to assist players to develop fundamental Softball skills, coaches need to be able to assist beginner level players to implement these skills in game play. The purpose of this Module is to consider the basic rules of play; the purpose, benefits and modifications made in modified games; and the modified game options within the Junior Games Pathway.

Basic rules of play

Fielding positions players are positioned on the field to cover as much area as possible. According to the rules, all players, except the catcher, must be in fair territory when the pitch is released. The pitcher must be on the plate and the catcher must be in the catcher's box. Fair territory entire area between first and third bases, including the lines and extending from home plate to the outfield limits. Fair ball any ball that comes to rest (infield) or first touches (outfield) within fair territory. Foul territory any area outside fair territory. Foul ball any ball that comes to rest (infield) or first touches (outfield) anywhere outside fair territory. Strike zone the strike zone is the area between the top of the batter's knees and the sternum and over home plate. A strike is (i) any ball that passes through the strike zone or (ii) any ball that does not pass through the strike zone, but is swung at by the batter. A batter is only allowed three strikes. A ball is any pitched ball that does not pass through the strike zone and is not swung at by the batter. A walk is four balls and the batter is awarded 1st Base. Note: See the Junior Games Pathway Game Plan Overview on the following pages for specific information about the rules of the Junior Games. A complete set of rules and lesson plans is included in the FUNdamentals of Softball (Level 1) CD package.

Modified games
Playing games which are appropriately modified to suit children's physical capabilities enables every child to be involved and experience success and enjoyment.

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Modifications include changing:

Equipment Rules Size of the playing area Length of the activity Player positions

Benefits of modified games

The benefits of modified games include:

Increased participation time for each player Increased activity and involvement for each player Greater opportunity for skill development Enjoyment, satisfaction and success for each player Equipment and playing areas that are appropriate for children

Junior Games Pathway

The Junior Games Pathway provides children with an opportunity to progressively develop their skills and learn various types of modified games such as Diamond Ball, Tee Ball, 3 Pitch and Fast Track. These games introduce new skills in a game situation suited to the needs, size and abilities of children in these age groups.

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Junior Games Pathway Game Plan Overview

Features Game A DIAMOND BALL (Under 7 5-6 years) Game B TEE BALL Game C 3 PITCH SOFTBALL Game D FAST TRACK SOFTBALL

The games are based on the principles of ability, experience and not restricted to age. Movement between games according to these principles is encouraged. DA's will determine which games are most suited to their needs and the season/s played. Team size 6 a side (min) 6 a side 7 a side (can use 6-9) 8 a side (can use 7-9) DAs are encouraged to take all steps necessary to ensure no forfeits occur in the junior games. Use of pick up players from other teams/clubs, flexibility in limiting restrictions in players playing up & down according to their ability and keeping the philosophy of the games as the main focus is a priority for the success of Softball in junior competition. Game time 45 mins 10 mins innings (should get 2 innings each) Bases 45ft 60 mins 10 minute innings (quick changeover) (should get 3 innings each) Bases 45ft 60 mins 10 minute innings (quick changeover) (should get 3 innings each) Bases 50ft (suggested) Pitching approx 30ft (coach) 75-80 mins 10 minute innings (quick changeover) (should get 3 innings each) Bases 55ft Pitching 30-35ft Backstop 15ft behind home plate

Playing field

Equipment

Compact Foam ball (approx size10' Tee Ball) Collapsible tee (phase in) Glove (optional) Bat (foam optional)

Size 10 Tee Ball/Incrediball Collapsible tee (phase in) Glove Bat Helmets with chin straps

Size 11 Low impact balls Glove Bat Helmets with chin straps Catching equipment

Size 11 Low impact balls Introduce 12' Softball in training Glove Bat Helmets with chin straps Catching equipment Use of a glove Hit a moving ball (developing

Skill Development

Use of a glove Hit (through middle

Use of a glove Hit (through middle of

Use of a glove Hit a moving ball (developing

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Features

Game A DIAMOND BALL (Under 7 5-6 years) of ball)

Game B TEE BALL ball)

Game C 3 PITCH SOFTBALL tracking skills)

Game D FAST TRACK SOFTBALL tracking skills with inconsistent pitches)

Run (addressing the base sprinting) Field ground ball Field fly ball Throwing technique for the development of accuracy Catching a thrown ball No sliding Baserunning addressing the base

Run (addressing the base sprinting around bases) Field ground ball Field fly ball Throwing technique for the development of accuracy Catching a thrown ball Games sense fielders moving to bases to receive throws and throwing to base ahead of runner Baserunning addressing the base Fielding team coach is the umpire Hit and run until ball is fielded and thrown to a base. Play stops after ball is thrown once (ball does not have to be caught)

Baserunning Leading off base on pitch Field ground ball Field fly ball Throwing technique for accuracy Catching a thrown ball (Pitching and catching skill development in training) Sliding (skill development)

Correct baserunning techniques Leading off base on pitch Retreating to base Field ground ball Fielding fly ball Throwing technique for speed, distance & accuracy Catching a thrown ball Bunting Pitching and catching Sliding Tagging (game sense develop)

Rules

Fielding team coach is the umpire Hit and run (ball is hit into diamond) until ball is thrown infield throw towards coach at home plate outfield throw

Fielding team coach is umpire. Coach pitches to own team (3 per batter) Hit and run until ball is thrown and held on a base ahead of any runner. An out is made by:

Official umpires administering the game in sync with game All fastpitch Softball rules except as specified No infield fly rule Batter is out after 3 strikes if caught by catcher or not. No rd dropped 3 strike rule

Force outs at base (when

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Features

Game A DIAMOND BALL (Under 7 5-6 years) towards infield

Game B TEE BALL

Game C 3 PITCH SOFTBALL the ball is held by the fielder who is in contact with the base before the batter-runner contacts the base; or

Game D FAST TRACK SOFTBALL Strike zone is knee to shoulder within easy reach of bat All players bat but a maximum of 9 fielders in each innings Players rotate through the batting order as per Diamond Ball rules Play continues each innings regardless of number of outs Stealing home on a passed ball is NOT permitted. Runs must be BATTED in After 3 balls on batter, count returns to nil and batter has maximum of 2 pitches from own coach. If not hit, batter retires Any player who is given out or fails to hit the 2 pitches from the coach must retire until their next turn at bat Batter-runner and baserunners may advance one base only on a batted ball that is pitched by the coach Baserunners may advance one base only on an overthrow into foul territory or passed ball

Play stops & runner advances to base running to on the throw An out is made if a hit ball is caught on the full Players rotate through the batting order each week to ensure that each player bats in a different part of the order each week 4 Fielders on infield 2 in outfield Fielders rotate in 2's anticlockwise each innings All players must play outfield once every 2 weeks

An out is made if: a) a hit ball is caught on the full or b) the hit ball is fielded, thrown and held at 1st Base before the batter arrives Players rotate through the batting order as per Diamond Ball rules 4 fielders on infield 2 in outfield Rotate in 2's anticlockwise each innings so all players play in the infield & the outfield

when a tag is made with the ball on any runner who is off base whether ball is held on the tag or not

All players bat. Team bats for 10 mins regardless of # of outs made Players rotate through the batting order as per Diamond Ball rules Bunting is NOT permitted Each batter receives a maximum of 3 pitches from coach. After 3 pitches batter is permitted one swing off the tee On a safe hit off the tee, batterrunner may only advance to 1st Base On a hit off the tee baserunners may advance one base only Batter-runner and baserunners may advance one base only on

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Features

Game A DIAMOND BALL (Under 7 5-6 years)

Game B TEE BALL

Game C 3 PITCH SOFTBALL a batted ball that hits the coach

Game D FAST TRACK SOFTBALL Fielders rotate defensive positions per game. Players are permitted to play in the outfield for a maximum of one innings per game Players are permitted to pitch or catch (not both) in any one game Rotate 2 playing positions each innings ie, they can't play the same position twice in the one game Coaches are permitted on field in defence to verbally encourage players for first round of fixtures only 1 point for each run scored

Baserunners may advance one base only on any overthrow No fielder is permitted to stand closer to the batter than the pitcher 5 Fielders on infield 2 in outfield Rotate 2 players anticlockwise per innings infield to outfield so all players play in outfield No stealing bases Coaches are permitted on field to verbally encourage players in defence Team tally only (no individual player tally) 1 point for each out 1 point for each run scored

Scoring

Team tally only (no individual player tally) 1 point for each base touched NO progressive points tally All winners All players to receive participation reward,

Team tally only (no individual player tally) 1 point for each base touched 1 point for each out NO progressive points tally All winners All players to receive participation reward eg,

Competition

NO progressive points tally All winners All players to receive participation reward eg, medallion, trophy, certificate

Game winner No points table and no finals Gold, Silver & Bronze Awards for ALL players based on Softball Skill Achievement Award

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Features

Game A DIAMOND BALL (Under 7 5-6 years) eg medallion, trophy, certificate

Game B TEE BALL medallion, trophy, certificate

Game C 3 PITCH SOFTBALL

Game D FAST TRACK SOFTBALL Program

Inter DA Competition

Demonstration Games

Demonstration games

Mini 'Come & Try' exchanges

Regular mini carnivals Invitational games (up to 4 per day)

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Guidelines for the rotation of players

Positions are identified by a number eg, Infield (Inf 1), Outfield (Out 2). Players are identified by a letter eg, A, B Players rotate anti-clockwise around positions commencing with A & B (Inf 1 & 2) to Out 1 & 2

Columns below indicate each innings

Option 1: Option 2: Option 3:

Keep rotation going in order from week to week or Repeat First 3 innings rotation each week or A variation of Option 2

Rotation samples
Player A B C D E F 6 a side Position rotates Infield to Outfield Out 1 Inv 3 Out 2 Inf 4 Inf 1 Out 1 Inf 2 Out 2 Inf 3 Inf 1 Inf 4 Inf 2 Player A B C D E F G 7 a side Position rotates Infield to Outfield Inf 4 Inf 2 Out 2 Inf 5 Inf 3 Inf 5 Inf 3 Inf 1 Out 1 Inf 4 Out 1 Inf 4 Inf 2 Out 2 Inf 5 Out 2 Inf 5 Inf 3 Inf 1 Out 1 Inf 1 Out 1 Inf 4 Inf 2 Out 2 Inf 2 Out 2 Inf 5 Inf 3 Inf 1 Inf 3 Inf 1 Out 1 Inf 4 Inf 2 9 a side Position rotates Infield to Outfield Inf 4 Inf 2 Out 2 Inf 5 Inf 3 Inf 5 Inf 3 Out 3 Inf 6 Inf 4 Inf 6 Inf 4 Out 1 Inf 1 Inf 5 Out 1 Inf 5 Inf 2 Out 2 Inf 6 Out 2 Inf 6 Inf 3 Out 3 Inf 1 Out 3 Inf 1 Inf 4 Out 1 Inf 2 Inf 1 Out 2 Inf 5 Inf 2 Out 3 Inf 2 Out 3 Inf 6 Inf 3 Out 1

Inf 1 Inf 2 Inf 3 Inf 4 Out 1 Out 2

Inf 1 Inf 2 Inf 3 Inf 4 Inf 5 Out 1 Out 2

Out 1 Out 2 Inf 1 Inf 2 Inf 3 Inf 4 Inf 5

Player A Inf 1 B Inf 2 C Inf 3 D Inf 4 E Inf 5 F Inf 6 G Out 1 H Out 2

Out 1 Out 2 Inf 1 Inf 2 Inf 3 Inf 4 Inf 5 Inf 6

8 a side Position rotates Infield to Outfield Inf 5 Inf 3 Inf 6 Out 2 Inf 2 Inf 6 Inf 4 Inf 5 Out 1 Inf 1 Out 1 Inf 5 Inf 4 Inf 6 Out 2 Out 2 Inf 6 Inf 3 Inf 5 Out 1 Inf 1 Out 1 Inf 2 Inf 4 Inf 6 Inf 2 Out 2 Inf 1 Inf 3 Inf 5 Inf 3 Inf 1 Out 1 Inf 2 Inf 4 Inf 4 Inf 2 Out 2 Inf 1 Inf 3

Inf 4 Inf 3 Inf 2 Inf 1 Out 2 Out 1 Inf 6 Inf 5

Player A B C D E F G H

Inf 1 Inf 2 Inf 3 Inf 4 Inf 5 Inf 6 Out 1 Out 2

Out 1 Out 2 Out 3 Inf 1 Inf 2 Inf 3 Inf 4 Inf 5

Out 3 Out 1 Out 2 Inf 3 Inf 4 Inf 5 Inf 6 Inf 1

Inf 6 Inf 1 Inf 2 Out 3 Out 1 Out 2 Inf 3 Inf 4

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Appendix 1 Recognition of current competence policy and procedure and application form
1 Introduction
Participants undertaking Softball Australia Coach Accreditation Programs are able to apply for Recognition of Current Competence (RCC). RCC will be granted when all the stated learning outcomes and performance criteria of the relevant Softball Australia Coach Accreditation Program have been met.

What is RCC?
RCC is based on the awareness that people learn and develop competencies in many different ways throughout their lifetime through work experience and life experience as well as through education and training. RCC takes into account a person's skills and experiences, no matter where these were learnt, to enable people to gain credit in an accreditation program.

RCC principles
The process of RCC for Softball Australia Coach Accreditation Programs must be quality controlled and delivered by personnel with experience in Softball and in coach education. These personnel are responsible for ensuring that:

procedures are fair and equitable measures are valid and reliable

How can current competence be recognised?

Each Softball Australia Coach Accreditation Program contains a set of learning outcomes and associated performance criteria that must be achieved before a participant will be deemed competent. In broad terms, the process of RCC involves matching what participants already know and can currently do with the learning outcomes of each module. In this way, RCC enables participants to focus on developing skills and knowledge in new areas, rather than re-learning what they already know and can do.

Who can apply?

A person can apply for RCC if they think their prior learning and experience mean they can provide evidence to show that they are already competent in the learning outcomes of a particular Softball Australia Coach Accreditation Program.

Benefits of RCC

Speeds up the process of becoming a qualified Softball Australia coach Conforms to the requirements for equity in adult education programs Avoids the problem of participants having to unnecessarily repeat learning experiences Encourages the development of various assessment procedures Assesses the candidates' current competence in comparison to the stated standards of competence required The RCC process can clarify what relevant skills the participant does and does not possess so that the learning program can be tailored accordingly

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How do you show evidence of competencies gained via prior learning?

There are many ways that a person can show evidence of their current competencies. RCC can only be granted on current evidence, that is, work that has been completed within the last four years and competencies that they are currently able to demonstrate. Following are a few examples of the ways evidence can be provided. The person will need to include a variety of these in their application form.

Education and training

Formal, accredited and informal training Copies of certificates, qualifications achieved from other accreditation programs, school or tertiary results Statements outlining accreditation programs and or study that they have undertaken and the learning outcomes/competencies achieved from these

Coaching related experience

Rsum of coaching experience and positions held, which may include reports from people within the sport Copies of any statements, references or articles about the coach's employment or community involvement Relevant coaching samples eg, copies of training plans and programs that the person has written, videos of them coaching at Softball events Reports on opportunities undertaken, which could include evaluations from training programs conducted

Life experiences

Overview of sport and recreation involvement Relevant work or other experiences Evidence of home/self directed study which may include a list of recent readings, synopsis of seminars attended, reports of own research/analysis undertaken

Please remember, the above are only examples. The person should provide all the documentation that they can which clearly shows evidence of the competencies they hold. The person may also be required to demonstrate their expertise by written or practical demonstration.

Recognition of current competence procedure

If a person considers that they have already acquired the learning outcomes of a particular Softball Australia Coach Accreditation Program, then they may formally apply to have these skills/competencies recognised. An RCC assessor will assess the application. The assessor will be a person who has experience in the areas of:

Softball coach education adult education negotiation skills quality standards assessment methods

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It is also desirable that they are accredited at a higher level than the RCC applicant. The RCC assessment can only be carried out when the applicant provides evidence of the relevant competencies that they believe they hold. This is achieved through completing the RCC application form and forwarding this with the required fees to your state association. The following sequential process has been established as the procedure to be followed when a person wishes to obtain credit for prior learning or current competencies.

Step 1 Request
Applicants who consider applying for RCC for any of the Softball Australia Level 1-5 Softball Coach Accreditation Programs should contact their state association, who will provide a brief explanation about the RCC process and advice to the applicant. (Applicants for the Level 6 Coach Accreditation Program should contact Softball Australia for advice regarding the Level 6 RCC policy and procedure). An RCC application form will then be forwarded to the applicant.

Step 2 Complete application and send to the relevant Softball Australia Coach Accreditation Program coordinator
Applicants will utilise the information contained within the RCC application form to conduct a self-assessment against the accreditation program learning outcomes. Applicants will need to consider if and how they have achieved each learning outcome and if they can satisfy the performance criteria by submitting valid, sufficient, authentic and current evidence. Applicants will need to gather all relevant supporting documentation and complete the RCC application form with honest, clear, complete and concise information. The completed application form with supporting documentation, will then be forwarded to the relevant Member State who will consider the application for approval. An RCC administration fee must be paid upon application. The fee can be forwarded in the form of a cheque or money order, made payable to the relevant member States Association. Applicants should contact their Member State to determine the RCC administration fee.

Step 3 Assessment
On receipt of an application, the Member State will review the application to determine the completeness and relevance of the documentation and will:

confirm acceptance of the application to the applicant advise the applicant of deficiencies that must be rectified or addressed before the application can proceed (if required) advise the applicant of the date by which the application will be assessed

Once all required information has been provided by the applicant, the evidence provided by the applicant will be compared with the performance criteria for the particular Coach Accreditation Program. A judgment will be made about whether the applicant wholly or partially meets the requirements. A check will also be made to ensure that the evidence submitted conforms to the following RCC principles:

Validity (is the evidence relevant?) Sufficiency (is there enough evidence?) Authenticity (is the evidence a true reflection of the candidate?)

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Currency (is the evidence recent was a qualification obtained within the last four years? Can the person demonstrate the required competency/ies now?)

In the event of partial completion of the learning outcomes, the state association will outline which performance criteria still need to be achieved, and preferably what evidence is still required, in an RCC assessment report. Options include:

supply further supporting documentation complete certain assessment activities complete parts of an accreditation program

Step 4 Notification
The member States association will forward the RCC assessment report and decision within two months of receiving the application. Successful applicants for RCC will receive confirmation documentation. The Member State will keep records of all RCC applications for seven years.

Step 5 Appeal
The applicant has the right to appeal the Member State if they believe the decision is unfair, unjust or the Member State has misinterpreted the evidence. In the case of an appeal, an assessment panel will be established that will consist of the following personnel:

the original RCC assessor an independent qualified assessor

This assessment panel will review all material available and make a decision to either:

grant recognition, or deny recognition

The RCC review assessment panel will notify the applicant of the decision within two months of receiving the appeal. The decision of the RCC review assessment panel will be final.

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FUNdamentals of Softball (Level 1) Coach Accreditation Program RCC Application Form

Section 1 Personal details
Name: .......................................................................................................................................................................... Organisation: ............................................................................................................................................... Position: ....................................................................................................................................................... Address: ....................................................................................................................................................... ....................................................................... .. Phone: ............................................................. Mobile: ............................................................. State: ........................... Postcode: ............................ Fax: .............................................................................. Email: ...........................................................................

Section 2 Evidence
Competencies Summary of evidence provided Please attach copies of supporting documentation 1. Explain the roles, required skills and responsibilities of a coach of beginner players 2. Plan, conduct and review training sessions for beginner level players that are fun, safe, and inclusive 3. Develop fundamental Softball skills in beginner players by using a range of communication, teaching and behaviour management strategies 4. Outline the basic rules of play, the purpose and benefits of modified games and the elements of the Junior Games Pathway

I declare that the evidence I have provided is a true and accurate record of my work and life experiences:

_________________________________
Signature of applicant

___________________
Date

Payment Applicants must pay an RCC administration fee. Amount payable: Ask your Member State Cheque/money order enclosed payable to: .. (insert Member State)

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FUNdamentals of Softball (Level 1) Coach Accreditation Program RCC Assessor Report

Applicant's name:
Competencies

....................................................................................................
Evidence supplied Validity (is it relevant ?) Sufficiency (is there enough evidence?) Yes No Yes No Yes No Authenticity (does it belong to the candidate) Yes No Yes No Yes No Current (within the last four years?) Yes No Yes No Yes No Comments

1. Explain the roles, required skills and responsibilities of a coach of beginner players 2. Plan, conduct and review training sessions for beginner level players that are fun, safe, and inclusive 3. Develop fundamental Softball skills in beginner players by using a range of communication, teaching and behaviour management strategies 4. Outline the basic rules of play, the purpose and benefits of modified games and the elements of the Junior Games Pathway. All performance criteria met: (please tick) Date: ........./........../.........

Yes No Yes No Yes No

Yes No Yes No Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

YES

NO (please advise applicant re additional evidence they are still required to supply) Position: .....................................................................

Assessor Name: ......................................................................................

Contact number:..........................................

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Appendix 2 Coach's Code of Conduct

In addition to Softball Australia's values and general Code of Conduct, as a coach appointed by Softball Australia, a Member State or an association or club you must meet the following requirements in regard to your conduct during any activity held by or under the auspices of Softball Australia, a Member State or an association or club.
1

Respect the rights, dignity and worth of, and refrain from any discriminatory practices against, any person regardless of age, gender, ethnic origin, religion or ability. Endeavour to ensure players' time spent with you is a positive experience. Respect the talent, developmental stage and goals of each individual player. Treat each player as an individual and help them reach their full potential.

2 3 4

Provide training programs that are planned and sequential and suitable for the age, experience and ability of the players Be fair, considerate and honest with players

Be reasonable in your demands on your players' time and ensure there is an appropriate balance between sporting involvement, education and career objectives. Implement clear rules for players in training and general conduct. Be professional in your appearance and manner and accept responsibility for your actions.

6 7

Display high standards in language, manner, punctuality, preparation and presentation Display control, respect, dignity and professionalism to all involved with Softball, including opponents, coaches, officials, umpires, scorers, administrators, the media, parents and spectators Encourage your players to demonstrate the same qualities.

Make a commitment to providing a quality service to your players, your affiliated club, association and state, and to Softball Australia, by continually improving your coaching knowledge and skill.

Maintain and improve your NCAS accreditation Seek continual self-improvement through performance appraisal and ongoing education

Operate within the rules and spirit of the sport.

Abide by and respect the policies governing Softball and sport generally and the organisations and individuals administering those policies Reject the use of performance enhancing drugs in sport and abide by the antidrugs policies of the relevant national and international sporting organisations and government regulatory bodies

10

Ensure physical contact with players is appropriate to the situation and necessary for the player's skill development. Inappropriate physical contact is a form of sexual harassment. Refrain from any form of personal abuse. This includes verbal, physical and emotional abuse.

11

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12

Refrain from any form of sexual harassment. This includes explicit, implicit, verbal and non-verbal sexual harassment. Refrain from initiating a relationship with a player and also discourage, in a sensitive manner, an attempt by a player to initiate a sexual relationship with you. Provide a safe environment for training and competition. Ensure that equipment and facilities meet safety standards and are appropriate for the age and ability of the players. Show consideration and caution towards sick and injured players.

13

14

15

Provide a modified training program where appropriate Allow further participation in training and competitions only when appropriate When necessary, follow the advice of a reputable doctor or physiotherapist when determining when a sick or injured player is ready to recommence training or competition

16 17 18

Be a positive role model for Softball and your players. Do not tolerate acts of aggression. Refrain from engaging in any behaviour that is in breach of Softball Australia's Member Protection Policy.

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Coach's Code of Conduct Agreement Form

(Must be completed to gain accreditation or re-accreditation for the NCAS)

To: Softball Australia I of Postcode: Tel: ( )

(home)

)
(business)

Email:

Mobile: am seeking accreditation / re-accreditation (please tick appropriate response) for the following National Coaching Accreditation Scheme (NCAS) qualification:

Softball (Level) __________

Declaration:

I have read the Softball Australia Coach's Code of Conduct and agree to abide by this code. I acknowledge that Softball Australia/my State Association may take disciplinary action against me if I breach the Softball Australia Coach's Code of Conduct. I understand that Softball Australia/my State Association is required to implement a complaints handling procedure in accordance with the principles of natural justice, in the event of an allegation against me.

*Please refer to the Softball Australia Anti-Doping Policy for more information on how the Policy applies to you and your obligations. The Policy is can be downloaded from the Softball Australia website http://www.softball.org.au **Please refer to www.ausport.gov.au/supporting/ethics or www.playbytherules.net.au or contact your Member State or Softball Australia for more information on harassment issues.

Signature (if under 18, Parent/Guardian signature)

Date

Please return your completed form to your Member State

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Appendix 3 Coach Accreditation Program Evaluation Form

Are you currently coaching?

Yes

No

If yes, at what level? .......................................................................................................................... If no, what was your previous level of involvement? ............................................................................................................................................................ Please rank the following using the scale below:
1 = Poor 2 =Adequate 3 = Good 4 = Excellent

Module 1: Role of the coach (roles, skills & responsibilities) 2: Planning and reviewing (a training session) 3: Developing sports skills (teaching & progressing skills) 4: Fundamental Softball skills (developing fundamental skills) 5: Rules of play and modified games (junior games pathway)

Content

Delivery

Organisation Pre-program (eg, publicity, application form, information) In-program (eg, group allocations, scheduling, etc) Venue and equipment Your enjoyment of the program

Rating

Best features of the program ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ Aspects of the program that could be improved, changed or deleted ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ List any topics not covered, that you would like to see covered in future programs ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ Thanks for your feedback, and good luck with your coaching

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NOTES

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