© 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.

FUNdamentals of Softball (Level 1)

Coach Accreditation Program

Participant's Manual

May 2011

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

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, 4th 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, 3rd

Ed.) Human Kinetics

Queensland Softball Association

Rushall, B.S. & Pyke, F.S. Training for Sports and Fitness (1990) Macmillan

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.

i

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

ii

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

1

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.

2

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

3

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.

Level 4

Training to Win 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.

Level 5

Advanced Performance 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.

Level 6

High Performance 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.

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.

4

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

Deliverer’s 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

5

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, 4th 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)

6

Softball Australia Coaching Accreditation Pathway

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

6

5

4

3

2

1

7

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.

8

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 Unit Content Duration

Introduction and overview

FUNdamentals of Softball (Level 1) Coach Accreditation Program overview

Overview of content and accreditation requirements (including assessment and post-program coaching practice requirements)

15mins

1. Role of the coach Roles, skills and responsibilities

Roles of the coach Skills of the coach Responsibilities of the coach Minor incident management procedures

40mins

2. Planning and reviewing

A training session 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

40mins

3. Developing sports skills

Teaching and progressing skills

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

45mins

4. Fundamental Softball skills

Developing fundamental skills

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

3hrs 40mins

5. Rules of play and modified games

Junior Games Pathway Basic rules of play Modified games Junior games pathway (Diamond Ball, Tee Ball, 3 Pitch, Fast Track)

30mins

Assessment/conclusion Written and practical assessment tasks

Worksheets Practical assessment task – skill analysis

30mins

Program delivery 6.5hrs

Assessment 30mins

TOTAL 7hrs

9

Program composition and duration

The FUNdamentals of Softball (Level 1) Coach Accreditation Program consists of five modules

and includes approximately 6½ 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)

10

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

11

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.

12

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 player’s 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 coach’s 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.

13

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 coach’s 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 coach’s 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 don’t 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

14

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 coach’s 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 Coach’s Code of Conduct (Appendix 2), which is based on the Australian

Sports Commission’s Coach’s 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 Coach’s 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 Coach’s 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 Meeting the responsibility

Provide a safe environment 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.

Adequately plan activities 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.

Evaluate players for injury and

incapacity

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.

Do not mismatch players

(unless you adapt and modify

the activity to safely include all

participants)

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.

Warn players and

parents/guardians of the

inherent risks of Softball

activities

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 facility-

related risks.

Closely supervise activities Adequate supervision is necessary to ensure the playing

area is as safe as possible. Each activity will have its own

requirements in this regard.

Develop clear, written rules for

training and general conduct

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.

Keep adequate and accurate

records

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'.

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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

17

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

18

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 don’t 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 eg, head injuries, neck injuries, abdominal injuries

S – Serious eg, head and facial injuries, broken bones, joint injuries, tendon or muscle

tears

L – Less Serious eg, bumps, sprains, strains, superficial bruises, cuts, blisters, cramps and

stitches, winding, bleeding nose

O -–Overuse eg, shin soreness; knee, heel, shoulder or elbow pain

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 coach’s 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 participant’s 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 RICER regime Play on

Severe injury Less severe injury 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.

21

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.

22

RICER regime

What How Why

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

Further activity will

increase bleeding and

damage

Ice applied to the

injury

The conventional methods are:

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.

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

Ice decreases:

muscle spasm

secondary damage

to the injured area

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

Compression reduces:

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)

23

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

H Heat such as a sauna, spa, hot water bottle, hot shower or bath, hot

liniment rubs, etc as these will increase bleeding

A Alcohol increases swelling

R Running or exercising too soon can make the injury worse

M Massage or the use of heat rubs increases swelling and bleeding

Injury report

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).

24

Injury Report Form – Details

Name of person injured:

DOB (DD/MM/YY): / /

Date when injury occurred: / /

Date when injury is evident: / /

Person Injured: Athlete Coach Other:________________

Gender: Male Female

Supervising Coach: _______________________________ (Signature)

Witness: __________________ (Signature)

First aid provided by: ________________

Time of first aid:

Initial Treatment:

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

Nature of injury: New injury Recurrent injury

Aggravated injury Other: ____________________

Did the injury occur during: [ ] Training [ ] 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

Overbalance Overstretch Slip/trip Other: ____________

Extra detail regarding how the injury occurred:

Was protective equipment worn on the injured body part? Y N

Follow up action: None Ambulance

Medical practitioner/physiotherapist Other: _______________________

Hospital

Signature of person completing form:

Date: / /

25

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 don’t 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

26

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 Clear not vague

Measurable Can be measured in quantity, or time

Achievable

and

Realistic

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.

Time-bound Specify when the goal should be achieved by–- the end of the

session? The end of the week? The end of the program?

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 SMART GOALS

To improve fundamental skills To execute an overhand throw to a team mate

by the end of the session

To increase knowledge of rules To explain what a 'strike' and what a 'ball' is by

the end of the session

To improve fitness To incorporate conditioning activities within the

skill activities each training session

To make new friends To develop 3 friendships with children who

have similar interests

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:

27

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

28

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,

home to 1st base, and, 2

nd to 3

rd 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: Venue:

Group (level)

Goal/s for the session:

Equipment and space required:

Safety considerations

Element Activities Time

Warm up

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 sport-

specific 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 Catching

Jumping Agility

Skipping Balance

Hopping Hand-eye co-ordination

Throwing

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)

Intermediate

(Associate)

Final

(Autonomous)

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

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

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

(b) XXX XX XX

XX XX

0 XX 0 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.

38

Recommendations for coaches

Learning stage Recommendations for coaches

Early 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

Intermediate 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

Final 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

39

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 Game Sense

Introduction/warm up Introduction/warm up

Skill Instruction/demonstration Modified game

Practice/activity/feedback Questioning

Modified game play Modified game

Conclusion/warm down 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.

40

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

1 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.

41

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)

42

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

Note: Using the fielding glove is explained in terms of the glove pictured which is a glove for a

right handed thrower.

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

43

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

44

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

45

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

46

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

47

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

48

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

49

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

50

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 45º 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

51

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

52

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

53

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

54

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.

55

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

56

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

57

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.

58

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.

59

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

60

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.

61

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 45ºangle)

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.

62

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

63

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

64

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.

65

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.

66

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)

60 mins

10 minute innings (quick changeover)

(should get 3 innings each)

60 mins

10 minute innings (quick changeover)

(should get 3 innings each)

75-80 mins

10 minute innings (quick changeover)

(should get 3 innings each)

Playing field Bases 45ft Bases 45ft Bases 50ft (suggested)

Pitching approx 30ft (coach)

Bases 55ft

Pitching 30-35ft

Backstop 15ft behind home plate

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

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

Use of a glove

Hit a moving ball (developing

67

Features

Game A

DIAMOND BALL

(Under 7 – 5-6 years)

Game B

TEE BALL

Game C

3 PITCH SOFTBALL

Game D

FAST TRACK SOFTBALL

of ball)

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

ball)

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

tracking skills)

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)

tracking skills with inconsistent

pitches)

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

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)

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:

Force outs at base (when

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

dropped 3rd

strike rule

68

Features

Game A

DIAMOND BALL

(Under 7 – 5-6 years)

Game B

TEE BALL

Game C

3 PITCH SOFTBALL

Game D

FAST TRACK SOFTBALL

towards infield

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

the ball is held by the

fielder who is in contact

with the base before the

batter-runner contacts the

base; or

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, batter-

runner 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

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

69

Features

Game A

DIAMOND BALL

(Under 7 – 5-6 years)

Game B

TEE BALL

Game C

3 PITCH SOFTBALL

Game D

FAST TRACK SOFTBALL

a batted ball that hits the coach

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

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

Scoring Team tally only (no

individual player

tally)

1 point for each base

touched

Team tally only (no

individual player tally)

1 point for each base

touched

1 point for each out

Team tally only (no individual

player tally)

1 point for each out

1 point for each run scored

1 point for each run scored

Competition NO progressive

points tally

All winners

All players to receive

participation reward,

NO progressive points

tally

All winners

All players to receive

participation reward eg,

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

70

Features

Game A

DIAMOND BALL

(Under 7 – 5-6 years)

Game B

TEE BALL

Game C

3 PITCH SOFTBALL

Game D

FAST TRACK SOFTBALL

eg medallion, trophy,

certificate

medallion, trophy,

certificate

Program

Inter DA Competition

Demonstration

Games

Demonstration games Mini 'Come & Try' exchanges Regular mini carnivals

Invitational games (up to 4 per

day)

71

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: Keep rotation going in order from week to week or

Option 2: Repeat First 3 innings rotation each week or

Option 3: A variation of Option 2

Rotation samples

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

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

8 a side 9 a side

Player Position rotates Infield to Outfield Player Position rotates Infield to Outfield A Inf 1 Out 1 Inf 5 Inf 3 Inf 6 Out 2 Inf 2 Inf 4 A Inf 1 Out 1 Inf 4 Inf 2 Out 2 Inf 5 Inf 3 Out 3 Inf 6 B Inf 2 Out 2 Inf 6 Inf 4 Inf 5 Out 1 Inf 1 Inf 3 B Inf 2 Out 2 Inf 5 Inf 3 Out 3 Inf 6 Inf 4 Out 1 Inf 1 C Inf 3 Inf 1 Out 1 Inf 5 Inf 4 Inf 6 Out 2 Inf 2 C Inf 3 Out 3 Inf 6 Inf 4 Out 1 Inf 1 Inf 5 Out 2 Inf 2 D Inf 4 Inf 2 Out 2 Inf 6 Inf 3 Inf 5 Out 1 Inf 1 D Inf 4 Inf 1 Out 1 Inf 5 Inf 2 Out 2 Inf 6 Inf 3 Out 3 E Inf 5 Inf 3 Inf 1 Out 1 Inf 2 Inf 4 Inf 6 Out 2 E Inf 5 Inf 2 Out 2 Inf 6 Inf 3 Out 3 Inf 1 Inf 4 Out 1 F Inf 6 Inf 4 Inf 2 Out 2 Inf 1 Inf 3 Inf 5 Out 1 F Inf 6 Inf 3 Out 3 Inf 1 Inf 4 Out 1 Inf 2 Inf 5 Out 2 G Out 1 Inf 5 Inf 3 Inf 1 Out 1 Inf 2 Inf 4 Inf 6 G Out 1 Inf 4 Inf 1 Out 2 Inf 5 Inf 2 Out 3 Inf 6 Inf 3 H Out 2 Inf 6 Inf 4 Inf 2 Out 2 Inf 1 Inf 3 Inf 5 H Out 2 Inf 5 Inf 2 Out 3 Inf 6 Inf 3 Out 1 Inf 1 Inf 4

72

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.

2 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.

3 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

4 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.

5 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.

6 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

73

7 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

Résumé 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.

8 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

74

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?)

75

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.

76

FUNdamentals of Softball (Level 1) Coach Accreditation Program

RCC Application Form

Section 1 – Personal details

Name: ..........................................................................................................................................................................

Organisation: ...............................................................................................................................................

Position: .......................................................................................................................................................

Address: .......................................................................................................................................................

....................................................................... .. State: ........................... Postcode: ............................

Phone: ............................................................. Fax: ..............................................................................

Mobile: ............................................................. 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)

77

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?)

Authenticity

(does it belong

to the candidate)

Current

(within the last

four years?)

Comments

1. Explain the roles, required skills and responsibilities of a coach of beginner players

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

2. Plan, conduct and review training sessions for beginner level players that are fun, safe, and inclusive

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

3. Develop fundamental Softball skills in beginner players by using a range of communication, teaching and behaviour management strategies

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

4. Outline the basic rules of play, the purpose and benefits of modified games and the elements of the Junior Games Pathway.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

All performance criteria met: (please tick) YES NO (please advise applicant re additional evidence they are still required to supply)

Date: ........./........../......... Assessor Name: ...................................................................................... Position: ..................................................................... Contact number:..........................................

78

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.

2 Endeavour to ensure players' time spent with you is a positive experience.

3 Respect the talent, developmental stage and goals of each individual player.

4 Treat each player as an individual and help them reach their full potential.

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

5 Be reasonable in your demands on your players' time and ensure there is an

appropriate balance between sporting involvement, education and career objectives.

6 Implement clear rules for players in training and general conduct.

7 Be professional in your appearance and manner and accept responsibility for your

actions.

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.

8 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

9 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 anti-

drugs 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.

11 Refrain from any form of personal abuse. This includes verbal, physical and emotional

abuse.

79

12 Refrain from any form of sexual harassment. This includes explicit, implicit, verbal and

non-verbal sexual harassment.

13 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.

14 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.

15 Show consideration and caution towards sick and injured players.

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 Be a positive role model for Softball and your players.

17 Do not tolerate acts of aggression.

18 Refrain from engaging in any behaviour that is in breach of Softball Australia's Member

Protection Policy.

80

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: ( ) ( ) Email:

(home) (business)

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

81

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 Content Delivery

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)

Organisation Rating

Pre-program (eg, publicity, application form, information)

In-program (eg, group allocations, scheduling, etc)

Venue and equipment

Your enjoyment of the program

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

82

NOTES