Grade 8 Physical Education 2nd Quarter

7/23/2019 Grade 8 Physical Education 2nd Quarter

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PHYSICAL EDUCATIONGrade 8

Quarter II

LESSON 2

Objectives:

At the end of the lesson you should be able to

discuss the nature and background of baseball/softball;

explain the health and fitness benefits derived from playing baseball and softball;

practice proper and acceptable behavior (e.g. fairness, respect for authority) whenparticipating baseball/softball;.

execute proficiently the basic skills and tactics in baseball/softball;

interprets rules and regulations of baseball/softball;

exhibit enjoyment in playing baseball/softball.

Pre-Assessment

Before you proceed any further, you have to pass through the pre-assessment itemsbelow in order to find out whether you already have prior knowledge on the terms, skillsand understanding in team sports. Read the directions carefully and write your answerin your activity sheet/notebook.


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Modif ied TRUE-FALSE TEST

Write TRUE if the statement is correct. Write FALSE if the statement is incorrectthen change the underlined word or group of words into the right one to make thestatement true.

1. Gripping is a basic skill in baseball/softball which is related to throwing.2. Catching is an offensive skill in baseball/softball.3. Nine(9) players compose a team in baseball/softball.4. Fielding and throwing drills develop throwing accuracy in baseball/softball.5. An inning is finished after both teams commit two outs in baseball/softball.6. A batter is out when he/she misses four( 4) pitched balls in baseball/softball.7. Foul ball is a batted fly or ground ball that lands outside the foul line.8. A free walk is awarded to a batter on the fourth ball.9. Lead is a term in baseball/softball which is related to running on base.10. The official in baseball/softball is called referee.

www.fotosearche.com

Act iv i ty 1: How m uch do you know about Team Sports?

In this activity, your prior knowledge on specific team sports will be assessed.

Procedure:

BASKETBALL BASEBALL SOFTBALL

1. Below is a table indicating the basic skills in playing team sports. Your task is toidentify which of the sports enumerated above does each of the skills indicated inthe table below.

Welcome to Part I. In this phase of the

lesson, you will be given activities to assess your

prior knowledge and communicate your

expectations; what you want to know, understand,

produce or perform by asking questions and

clarifying misconceptions. You will be taught the

necessary rudiments of baseball/softball and be

informed of the assessment techniques which will be

used to rate your output and performance at the end


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2. Write the corresponding team sport in the space provided in the right side of thecolumn for basic skills.

BASIC SKILLS CORRESPONDING TEAM SPORT

1. Dribble

2. Chest Pass

3. Bounce Pass

4. Assist

5. Bat/Batting

6. Pitch

7. Shoot

8. Throw

9. Catch

10. Homerun

11. Strike

12. Balls

13. Home Base

14. Initial Sack

15. Key Stone

3. This time, lets find out whether your answers are correct or not. (Refer to theanswer key to be given by your teacher .

4. Choose one team sport indicated above describe it creatively (e.g. demonstration

of the basic skills, dramatization of a certain team sport scene, performing theselected team sport skills with an action song, etc.)

5. Present your work to the class

6. It is possible that you have already participated in team sports competitions oreven qualified in inter-school athletic meets. You may share the insights yougained from participating in such activities. Write your responses in your activitynotebook.

7. Below are critical questions for you to strike! Give your ideas as briefly and

concisely as possible in your activity notebook.


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How do you think can

team sports help you

become a better member

of your family?

Act iv i ty 2: The team sport that I would l ike to know mo re about

This activity will allow you to share what you know about team sports at the sametime bring out your expectations on the lesson, your prior knowledge and skills, and thespecific team sport you want to learn more about.

Procedure:

1. Below is a K-W-L chart. Under K column, write three things that you alreadyknow about your chosen team sport. Under W column, write three things thatyou want to know more about. Dontwrite anything yet on the L column.

Great idea! Because of th at,

you can now pro ceed

to th e next activ i ty.. .

what benefits can

you derived frompartcipating in team

sports?What do Team

Sports mean to

you?


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Name: ___________________________ Chosen Team Sport:______________

K-What you KNOW W-What you WANTtoknow

L-What youve LEARNED

1. 1. 1.

2. 2. 2.

3. 3. 3.

2. After accomplishing this task, share the things you KNOW and the things youWANT to KNOW with the class, friends, relative and neighbors.

Act iv i ty 3: Team Spo rt Engagement Survey

This time you need to fill up a team sport engagement survey form. This will help

assess your engagement in team sports which will serve as a reference for yourplanning the sequence of learning activities about team sports.

Procedure:

1. Copy the survey form in your activity notebook and reflect on your participationin team sports by honestly responding to the survey questionnaire below.

SURVEY QUESTIONSBASKETBALL BASEBALL SOFTBALL

YES NO YES NO YES NO

1.Have you experience playing team sports?

2. Do you play team sports often?

3. Do you play team sports with friends?

4. Do you play team sports with your family?

5. Are you a member of the school varsity team?

6. Do you participate in community sportsprograms?

7. Do you enjoy participating in team sports?

8. Do you consider the benefits derived fromplaying team sports?

9. Are there team sports enthusiasts in yourfamily?

10. Do you plan to make team sports one of yourlifetime fitness activities?


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2. Just put a checkmark ( ) on the colunm of your corresponding response tothe items indicated in the survey questions. Its quite easy, right? So go on,grab a pen and accomplish the questionnaire.

3. Now that youre done, submit the questionnaire to your teacher during the

face-to-face encouter. The result of the survey may help your teacher indesigning your succeeding activities in team sport

Act iv i ty 4. This act iv i ty wi l l give you an idea as to what is expected of you at the

end of this lesson.

Output:

Create a journal containing pictures of yourfamily showing your engagement in team sports.

Indicate dates, places, and short description(caption) of each picture including a final essaytalking about the benefits that your family derivedfrom engaging in team sports.

In case you have a problem of producing

pictures where your family is engaging in teamsports, you may have a collection of pictures offamily(s) engaging in sports and wellness, andfrom there, draw your insights or conclusions as tothe benefits of a family playing together..

Example : Alvin Patrimonios Family,Robert Jaworsky Family

Indicators:

Presented pictureswhich are aligned to thecontent and of great

relevance to the lesson

Showed creativity andresourcefulness in thepresentation of theirwork or output

Showed a verycomprehensive anddeep understanding onthe benefits of team

sports to family fitnessand wellness

At the end of all the lesson, the followingis the expected output for you toaccomplish:


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Act iv i ty 5: Lecture/Discuss ion

A copy of the lecture on baseball and softball is hereby attached throughAppendix A for your reading. Carefully read the lecture for you to be able to answer thequestions which will later be given to assess your knowledge on the following contents:

- Nature and background of baseball/softball- Facilities and equipment needed- Proper playing attire/shoes- Conduct of the game- Rules and regulations

Act iv i ty 6: Pick-pass n throw (Assessment of K nowledge)

This activity will assess your knowledge on baseball/softball. It will be easier foryou to answer the given questions below if you have read carefully the lecture attached

in Appendix A.

Direct ions:

1. Form five groups. Each group will be given a manila paper and pentel pen.2. Each group shall be in circular formation and will be assigned an initial question

to answer for two minutes.

Performance:

Demonstrate your understanding ofteam sports by executing proficiently theskills and basic rules in playing .

Indicators:

Can perform or execute the skills

proficiently/properly Can adapt to other sports discipline

and situations by using these skills

Can maintain his positive manners andbehavior while playing team sport

At the end of all the lessons, you areexpected to play an actualbaseball/softball game in a minitournament.


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What are thenecessary things tobe considered in

playing team sportslikeBaseball/Softball?

How can a specificteam sport likeBaseball/Softballdevelop teamworkamong theplayers?

Why are rulesand strategies

important in teamsports?

Why is playingBaseball/Softballnecessary in the

promotion of familyfitness andwellness?

What makesBaseball/Softball anexcellent means ofenhancing familyfitness andwellness?

3. After answering the first question, rotation follows. Pass your question clockwiseto the next group and wait for the next question to be passed to your group.Passing and receiving of questions shall be done every two minutes.

4. All answers shall be written in the manila paper given to your group.

5. Now, lets see if you really studied the attached lecture in Appendix A. Yourknowledge will be assessed on matters of adequacy and relevance. Your scorein this activity will be graded and recorded.


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Act iv i ty 1: B asebal l /Sof tbal l Basics

This activity aims to introduce you to the the basic skills in baseball/softball and

the mechanics on how each skill is properly executed. Read the instructions carefully so

that you will know how the skills are being executed. You will be given a chance to

perform them later. These skills will make you a better baseball/softball plahyer, so whatare you waiting for? Lets go and play baseball/softball!

In this act iv i ty , you wi l l need

baseball/softball ball and gloves

baseball/softball playing area or diamond

partner or group

a good pair of playing shoes

body and knee protector

masks and helmets

Basic ski l ls to be learned

throwing

pitching

catching

batting

running or base running

Kudos for passing the task and challenge.

You can proceed to the next part of the

lesson..

Congratulations again! You made it

to this phase! Prepare yourself for you will

be provided with various learning resources

and experiences to enable you to

understand and perform better in team

sports.


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Throwing is the most basic skill inbaseball and softball. It allows the teamto prevent their opponents from touchingbases or even earning points or runs.

Style and technique in doing it differ fromplayer to player.

A. Throwing

Heres how th e elements of th row ing are being executed...

To have a good throw inbaseball/softball, you shouldconsider the elements of gripfragmentwind-up delivery and

follow-through

Grip

Grip the ball across the seams with your indexand middle finger. The thumb is under the top fingers.

Wind-up

Raise the throwing arm up and turn theshoulder in the direction of the throw. The glovedhand points toward the target. Raise left foot andplace all the weight of the body on the right foot.

DeliveryMake a backward swing with bent elbows;

lean forward in transferring wieght to the left footand release the ball.


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Pitching is a skill that puts thegame to play. It is performed by a

pitcher, one of the key players inbaseball/softball who stays at the centerof the playing field called diamond.

B. Pi tching

Fol low- through

Point the throwing arm down-forward,

putting the feet parallel in a ready position.

It is important for you tofocus on your target before

you execute the l throw.

To have a good pitch you haveto consider the elements of gripwind-up pivot delivery and follow-

through


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Heres h ow the elements of pi tc hing are being executed. ..

Wind-up

Keep the front part of the right foot incontact with the side of the plate. Shift the weightto the back leg and take a backward step.

Pivot

Pivot on the ball of the front foot to turnparallel to the plate. Lift the left foot.

Stride

Take a stride or wide step with your leftfoot. Release

It is important for you tofocus your pitch on yourtarget before you execute

thel itch.

Fol low-through

After the relase of the ball, continue theforward motion, with the throwing arm pointing tothe target.


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This is a defensive skill used to receivea thrown ball and hold a base runner or batterfrom proceeding or preventing them fromearning a point or a run.

This is an offensive skill used to strike thepitched ball using a bat done to advance to thebases and eventually leading to earning a run orpoint.

C. Catching

D. Hitt ing/Batt in g

In performing this skill, you must consider the following mechanics:

Hold your glove open and keep a visual on the ball at all times;

Keep your free hand in front of you and bring it on top of the glove as the ballapproaches; and

Close your hand over the ball the moment it hits inside your glove.

In doing this skill, youmust consider thefollowing: Grip, stanc e,str ide and swing.

Gripping-use your fingers in gripping the bat andtighten your grip as ball approaches.

Stance-proper stance includes slightly bending yourknees, feet parallel to the plates in shoulder widthdistance and bat tilted at 45 degrees and notpositioned over the shoulder.

Stride-as the ball approaches, stride right foot alittle backward to gain momentum

Swing-after a little stride backward, transfer thestrength generated by the body towards the arms tobat as it swings parallel to the ground aiming a theball and directing it to the intended destination.


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E. Running/Base-Runnin g

Act iv i ty 2: Ski l l development act iv i t ies

This activity provides an opportunity for you to demonstrate the basic skillsyou have learned previously. You will be given five skill stations for you to actuallydemonstrate a paticular skill based on the demonstration given in the activity

You wi l l need

baseball/softball balls

playing area (a baseball/softball diamond/improvised diamond/gym)

gloves

bat

protective gears (mask, sheen guards, body protectors)

proper playing outfit with a good pair of playing shoes

This is a very important skillyou need to master because it allows

you to advance from one base to theother with full speed and agilitysafel .

To condition the body for efficient and effectiverunning, you must take into consideration the following:

Speed Runnin g-running with speed from one point toa definite distance. Try getting your time as you run

and improve your speed everytime you do it.

Agi l i ty Ru nning-running with a change in position and

direction in the fastest possible speed you can. Tomaster this, you might as well consider running throughthe bases of the diamond. Improve your speedeverytime you do it.

Before the start of any baseball/softball drill lessons,lead-up or actual game, consider doing a combinationof the following exercises that may help you improve

your running: Shuffle, Back Pedal, Jogging, HighKnees, Carioca, Butt Kicks, Jumping Jacks.


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Basic ski l ls to be learned

throwing

pitching

catching

batting base running

Procedure:

1. Consider the following before starting the activity: warm-up exercises, safety

precautions.

2. You now proceed to the playing area designated by your teacher five stationscorresponding to each basic skill to perform will be provided for you.

3. You should pass through each station of drill lessons on basic skills. Afterundergoing the drill lesson in one station, move to the next station so that you willexperience all drill lessons provided.

4. You should do well in this activity because your performance will be ratedaccording to the following criteria:

Indicators for Assessm ent:

Can perform or execute the skillsCan follow instructions efficiently and effectively

Can exemplify positive behavior troughout the drill

5. At the end of the drill lessons, gather yourselves together with your classmatesand report to your teacher in a circle formation. This time, share your drillexperiences to the class. As you share your experiences, expect for reactionsfrom your classmates. As this happens, be ready to openly accept theirreactions, be it positive or negative. Consider it a room for you to improve yourBaseball/Softball performance more.

Dri l l Sequenc e:

TEAM SPORT Station I Station II Station III Station IV Station V

Baseball/Softball Throwing Catching Pitching Batting Running


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Dri l l I llus trat ion:

Station 1 And 2: Throwing and Catching

Throw-catch

X O

X O

X O

X O

Catch-Throw

Station 3: Pitching

Station 4: Batting Station 5: Running

Base on Balls

How w el l have you perform ed in the dri l l lessons?

You must be tired after the drill lessons but before you proceed to your nextbaseball/softballl challenge, lets check if you have done well with the activities. Just puta checkmark ( ) on the column of your corresponding response to the items indicatedbelow based on how well you did in each drill station. You might as well consider thecriteria given before you started the activity (proficiency in the execution of skills - 40%,

ability to follow instructions - 30%, behavior during the drill - 30%).Copy and accomplishthe table in your activity notebook.


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SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASEBALL/SOFTBALL

Name: Section: Date:

STATION DRILLS Advanced Proficient ApproachingProficiency

Developing Beginning

Station 1: Throwing

Station 2: Catching

Station 3: Pitching

Station 4: Batting

Station 5: Running

Please refer to the following for a more accurate self-assessment:

Advanced: 90% and aboveProficient: 85-89%Approaching Proficiency: 80-84%

Developing: 75-79%Beginning: 74% and bbelow

Act iv i ty 3: Rules do c ount!

Lets level-up! You now proceed with the introduction to the basic rules andregulations of baseball/softball. Study them carefully because you will need them toovercome the challenges of the next activity.

You wi l l need:


playing area (official or improvised diamond) gloves

bat



Ski l ls to be ref ined:

throwing

catching

pitching

batting

running

basic rules officiating

Procedure:


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1. The table below shows the most crucial aspects of baseball/softball when itcomes to rules and regulations. Be guided accordingly as to how you should playbaseball/softball. Remember, were talking of amateur baseball/softball, not ofprofessional baseball/softball yet, because in professional baseball/softball like inInternational Baseball Federation (IBF) or Little League Baseball rules and

regulations are highly technical.

ASPECTS OF THE GAME THINGS TO CONSIDERTEAM COMPOSITION Nine Players per team

(Pitcher, Catcher, 1st Baseman, 2ndBaseman, 3rd Baseman, Short Stopper,Right Fielder, Left Fielder, Center Fielder)

START OF PLAY As the Chief Umpire anonuncesPLAY/Toss-coin (whichever team wins thetoss-coin, that team decides whether theystart with offense or defense play)

DURATION OF THE GAME Seven InningsBall In And Out of play The ball is in playif it batted and lands on

safe zone or within the 90-degree foul line;its out of play if it lands outside the safezone or outside the foul line

TIME-OUTS

SUBSTITUTIONS Two substitutions per inning (in case ofinjuries or upon decision of the coach incase substitution is needed for a better play)

REGULAR FOULS/VIOLATIONS Batter unable to strike pitched ball in strikezone (strike is awarded); three strikes results

to an out, next batter resumes; three outsresults to change of play/inning;

Base-runner/s unable to reach base andtagged; batted ball is caught before it hitsthe ground

SERIOUS OFFENSES/MISCONDUCTS Assault to an opposing playerDisrespect to officials

OVERTIME One inning is given to each team in case oftie

OFFICIALS OF THE GAME Chief umpire1st base umpire2nd base umpire3rd base umpireScorerTime-keeper (in case innings are timed)

2. Your teacher will discuss more about the aspects of playing baseball/softballindicated in the table above. You might as well do some research on this matter


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to enrich your knowledge on baseball/softball rules and regulations. Remembersome of the amateur rules indicated and discussed by your teacher may varydepending on the tournament or league agreements like for intance number ofinnings in a game, substitution, number of time-outs per inning, and others.

Reminder: You have to consider the following before starting the activity:proper attire, warm-up exercises, safety precautions.

3. This time, your class will be grouped into three. Groups 1 and 2 will play firstwhile group 3 will manage and officiate the game. Make sure that participationamong your teammates is maximized. In the meantime, you may consider agame of 3-5 innings as your class time allows you to. Below is the schedule ofgames and officiating officials:

Game 1 Group 1 Vs. Group 2 Officials: Group 3Game 2 Group 2 Vs. Group 3 Officials: Group 1

Game 3 Group 3 Vs. Group 1 Officials: Group 2

Act iv i ty 4: B asebal l /Sof tbal l Developmental Ac t iv i t ies

(Bass-on-bal ls/Zigzag throw-catc h/Throw Basebal l /Softbal l)

You are encouraged

to make the best of your

performance in this activities

because your performance

will be rated and recorded.

Cri ter ia for Assessement: On Ski l l

Execut ion whi le play ing

Proficiency in the execution of skills 30%

Ability to adapt or use skills to certainbaseball/softball situations 40%

Behavior in playing baseball/

softball 30%100%

Cri ter ia for Assessement: On

Off ic iat ing

Appropriateness ofcalls and signal 30%

Fairness and Equality 40%

Coordination with other officialsand behavior in officiating 30%

100%


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In this activity, you will be provided with lead-up activities for you to see howbasic skills, when combined together, can be applied efficiently and effectively in playingbaseball/softball

You wi l l need


playing area (Official/Improvised diamond)

gloves

bat



Ski l ls to be learned:

throwing catching

pitching

batting

running

basic rules and basic officiating

Procedure:

1. With same three groups as the previous activity, group 1 will start with base onballs, group 2 will proceed with zigzag throw-catch drill, and group 3 will start

with throw baseball

2. Carefully observe carefully the mechanics of the activity to guide your group onwhat to do at the course of the activity. You have to be reminded that theperformance of the group determines the success of the drill.

3. Rotation shall follow after each group finishes the drill so that every group willalso experience the playing in the other drill/lead-up stations.

Reminder: Consider orienting learners on the following before starting theactivity: proper attire, warm-up exercises, safety precautions

Dri l l Matrix:


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PHASES

GROUP ACTIVITY

Group I Group II Group III

I Base on balls Zigzag throw-catch drill Throw baseball/softball

II Throw baseball/softball Base on balls Zigzag throw-catch drill

III Zigzag throw-catch drill Throw baseball/softball Base on balls

Dri l l i l lustrat ion:

Station 1: Base on Balls

Pitcher/Catchers

Batter-Runner

Mechanics:

Players:6-8 players in a team Equipment:baseballs/softbalsl, gloves, bat Area: Playground or gymnasium (with official or improvised bases)

Skil ls:Throwing catching, batting and base-running Procedure:The objective is for the batter to hit the ball into fair territory and run

the bases without stopping, before the catcher gains possession of the ball andcalls STOP! The fielders, instead of playing regular baseball/softball rules,throws the ball directly at home to the catcher. There are no outs. A caught flyball would mean no score. A fly ball would count as a turn at bat. After eachbatter has had turn to bat, side changes.

Scoring: One point is scored for each base touched before the catcher receivesthe ball at home. A home run counts for four points. The team that earn higherscore after 2 side changes or innings wins.

Variat ions: (1) Use batting tee. (2) Have the batter throw the ball into the field

instead of batting it. (3) Use a pitcher. (4) Instead of having the fielders throw theball to the catcher, let them throw it to the pitcher who must pitch a strike to stopthe batter from running. Use a different pitcher for each batter. (5) specify thenumber of throws per relay

Station 2: Zigzag Throw -Catch Dri l l


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Throw-Catch Side

X X X X X

Catch-Throw Side

Mechanics:

Players:6-8 per side; 12-14 per team Equipment Needed:Gloves, baseball/softball balls/improvised balls

Area: Playground or any open space (30 feet or more between lines) Skil ls:Throwing, catching, ;pitching Procedure: The objective is for the team to throw or pitch the ball through a

zigzag pattern in the shortest time. Each team is divided evenly into two linesfacing each other. The first person in one line throws the ball across to the firstperson in the other line who throws the ball to the second in line, and so on downthe line. When the person at the end of the line receives the ball, he or shethrows diagonally to the first person in the other line and then goes to the head ofhis/her own line This continues until everyone is back in his original position.

Scoring: the team which records the shortest time upon accomplishing theactivity wins the game.

Variat ions:Use underhand or overhead and side throwing


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Stat ion 3: Throw Basebal l/Sof tbal l

Catcher/Fielder

Catcher-thrower-runner

Mechanics:

Players: 6-8 per team. Equipment Needed:Gloves, baseball/softball balls/improvised balls Area: Playground or any open space with an official or improvised

baseball/softball diamond Skil ls: Throwing, catching, fielding and base-running Procedure: The objective is for the batter to run the bases without being out.

The game is played like baseball/softball except that the batter, instead of battingthe ball, catches the pitched ball and immediately throws it into the field. The ballis, then played as in regular baseball/softball. The batter is allowed only onethrow per time at- bat. If he/she drops a ball in the strike zone, he/she is out. Afoul ball is an out. Theres no stealing. Upon reaching three outs, the gamechanges sides. The game ends after 2-3 game changes or innings.

Scoring:One point is scorred for each run. The team that earns higher pointswins the game

Variat ions: (1) Have the batter use an under-the-leg throw. (2) Use anunderhand throw. (3) Use a batting t


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Act iv i ty 5: Checking Your Und erstanding

In this activity, your understanding of the essence and benefits of participating inteam sports will be assessed. You can present your responses in any form you arecomfortable with. Do this activity in a separate sheet of paper or even in your activity

notebook.

Examples:

Reaction or position paper poster and slogan essay

Act iv i ty 1: Liv ing Legends

In this activity, you will be given an opportunity to rethink and refine yourundersdtandings on team sports by listening to invited resource persons as they speakon how team sports influenced them as an individual and as a member of the family.

Assess for pro cess in this act iv i ty .

Cri ter ia for Ass essement: On Ski l l Execut ion

Proficient execution of the skills 40%

Can follow /understand instructions 30%Can/manifest positive /behaviorwhile playing team sports 40%

____100%

Lets go deeper and deeper this

time! In this phase, you are providedwith other learning resources and

learning experiences for you to

enrich/broaden your understanding of

the lesson.


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NOTE : In the absence of an invited guest, you can utilize available resources in theirplace like recorded interviews or written materials like autobigraphy and features thathas something to do with team sports.

Procedure:

1. Form three groups ..

2. With each group you determine and decide who among the home-grown teamsports enthusiasts in your immediate community interests and inspires you mostand could share meaningful insights to your class as regards his/her participationin team sports.

3. Draft an invitation letter requesting him/her to speak to the class on the followingtopics:

a. Persons who influenced him/her to engage in team sportsb. How team sports contributed to his success in lifec. The role of his/her family in his active participation in team sportsd. His/her team sports achievements (winnings, awards, recognitions)e. How team sports influenced him/her as an individual and as a member of the

family.

4. Upon confirmation of the resource persons approval to yourrequest, invite themto deliver their inspirational message to your class.

5. After the sharing of the resource persons answer the following questions:

a. Who among the three resource persons inspired you most? Why?

b. How did their sharings reinforce or enhance your understanding, belief orview on team sports?

c. What role did his/her family play in his/her success in team sports and in life?

d. Based from the insights shared by the resource persons, what benefits canone derive from participating in team sports?

6. You may answer the questions above using any of the six facets ofunderstanding (explanation, interpretation, application, perspective, empathy andself-knowledge).

You refect your answer to the questions in your activity notebook.

NOTE: If you choose or use other means aside from inviting a guest, you cangive your reactions and insights by using any of the six facets too .


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COMMUNITY GOALS:

______________________

______________________

_____________________

FAMILY GOALS:

______________________

___________________________________________

That was impressive so with that, Ill give you a thums up!Kudos!!! Hope you can dothe same in this next activity.

Activity 2.: How Good is your Aim if you wont pull the Trigger

You will list down your goals as regards your personal, family, and communityinvolve basetball/softball) or team sports in general. This aims to reaffirm yourcommitment in making team sports your lifetime fitness endeavor. The following is anexample of an output on this activity. You are encouraged to have other modes ofpresentation employing your creativity and resourcefulness in this challenge.

Ac tivi ty 3: What have I learned?

Heres your final challnge in this part of the lesson, youwill accomplish the K-W-Lchart you have started accomplishing in Part I of the learning sequence. You will betasked to share three things you have learned from participating inbaseball and softballand in team sports in general.

K-What you KNOW W-What you WANTto know L-What youveLEARNED

1. 1. 1.

2. 2. 2.

3. 3. 3.

PERSONAL GOALS:

________________

________________________________


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Act iv i ty 1: Mini -Team Sport Tourn ament (Assessment of Performance)

This activity aims to finally let you synthesize and apply what you havetheoretically and practically learned in the previous phases of the learning sequence.Decision making, critical thinking and sportsmanship will be revealed and developed.Your performance during this activity will be rated according to the following criteria:Appropriateness of Skills, Execution of Skills and Behavior during Performance.

You wi l l need:

baseball and softball balls

diamond and playing area

teams or groups

a good pair of playing shoes

proper playing outfit

score sheet

Ski l ls to be demo nstrated:

batting

throwing and catching base running

postive manners and behavior while playing

execution of other offensive and defensive skills

Finally, you have made it to thispart! This is now your chance to showenveryone that you can demonstrate thedifferent skills in baseball/softballl as youplay with your classmates/family/friends.After playing, your task of accomplishingyour final product is up next! Dont wastethis opportunity because there are nosecond chances! Your performance andproduct will be graded accordingly to thegiven criteria.


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Procedure;

1. Form three groups.Group 1 and 2 will play first; group 3 officiates the game.Rotation will be made so that all groups will be able to play and officiate. Makesure that participation among your teammates be maximized. You may consider

a quarter of 8 minutes only to allow rotation of roles among all 3 groups in yourclass. Here is the schedule of games and officials:

Game 1 Group 1 Vs. Group 2 Officials: Group 3Game 2 Group 2 Vs. Group 3 Officials: Group 1Game 3 Group 3 Vs. Group 1 Officials: Group 2

HERES HOW YOUR PERFORMANCE WILL BE ASSESSED IN THIS ACTIVITY

Proficiency in the Execution

of Skills

Ability to Adapt a Skill to a

Certain Sport Situation

Behavior in Playing Team Sport

Weight 30% 40% 30%

5

MASTERFUL: Able to use

knowledge and skills

automatically, effectively and

efficiently in diverse game

situations

SKILLFUL:Demonstrates

powerful and skillful execution

of the game skills with high

level of confidence

MATURE:Highly disciplined and

able to demonstrate

appropriate behavior towards

the game, players and game

officials

4

SKILLED:Completely able to

use knowledge and skills in

diverse game situations

COMPETENT:Demonstrates

the game skills with confidence

SENSITIVE:Disciplined and able

to demonstrate appropriate

behavior towards the game,

players and game officials

3

ABLE: Has limited butgrowing ability to use

knowledge and skills in

diverse game situations

PRACTITIONER:Demonstratesgeneral level of coordination

and competence in the

execution of game skills with

limited but growing confidence

AWARE:Generallydemonstrates proper behavior

towards the game, player and

game officials

2

APPRENTICE:Relies on a

limited repertoire of

knowledge and skills; has

limited use of judgment and

responsiveness to game

situations.

APPRENTICE:Demonstrates

limited coordination and

competence in the execution of

game skills, with low level of

confidence

DECENTERING:Has some

capacity for self-discipline but is

still limited to own reactions and

attitudes towards the game,

players, and game officials

1NOVICE:Can perform onlywith coaching and relies on

highly directed skill

execution, procedures and

game approaches

NOVICE:Has very low or nocoordination in demonstrating

game skills; has very low level

or no confidence at all

EGOCENTRIC:Has little or noconsideration to the rules of the

game; behaves untowardly and

has no respect for other players

and game officials


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Act iv i ty 2. Team sports fam i ly journal (Assessm ent of Product)

This activity will encourage you to involve your family in playing team sports . This isa form of fitness activity wherein you prepare a documentary of your familysengagement in team sports.

You wi l l need:

team sports photographs of you and your family

coloring materials

folders/card boards, etc.

writing/printing materials

adhesives/glues

anything that could be used for collage, recyclable materials/old magazines)

computer and computer programs (Movie-maker, Photoshop, Powerpoint, Nero,etc.)

camera blank CD/s

Ski l ls to be demo nstrated:

Uniqueness and originality

Creativity and resourcefulness

Deep understanding of the benefits derived from participating in team sports

Involving the family in team sports endeavors

Procedure:

1. Gather some pictures or videos of your familys team sports activities. Prepare adocumentary by organizing them in a portfolio or scrapbook or any otherpresentation you wish to do. You are also encouraged to have it digitallypresented (videograph, powerpoint presentation, movie maker presentation,etc.).

2. Dont forget to put descriptions or captions in each documented activity. Yourdescriptions/captions may include the team sport played, date and place it wastaken and the like.

3. The last page or final slide, in case you prefer digital presentation, should includeyour insights gained from participating in baseballor softball and team sports ingeneral and the benefits that the learner and the family as a whole gained fromengaging in it.

4. Your uniqueness, creativity,and resourcefulness will be challenged through thisactivity so dont waste your chance. Go and start your masterpiece!


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Cri ter ia for A ssessment :

Content and relevance of pictures presented 30%

Creativity, resourcefulness and quality of presentation 30%

Understanding (benefits of team sports to family fitness wellness) 40%

100%

NOTE: In case you have nofamily pictures or videos, youcan cut out pictures of wellknown/prominent sports iconthen organized it in a portfolioor scrap/tbook or any otherpresentation you wish to do.


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APPENDIX A Lecture on baseball and softball

HISTORY OF BASEBALL

The game of baseball is said to have begun in the early 19th century, but that's

just half the truth. The game was played much before but the first baseball clubs wereformed around that time. An Englishman named Alexander Cartwright in the year 1845devised the first set of rules baseball. In fact, many of the rules listed out then are stillused in the game.

In the early 20th century the concentration was more on hitting the home runs.Babe Ruth changed the course of the game with his magical abilities to achieve homeruns. It was due to sportsmen like Babe Ruth that baseball achieved the levels ofpopularity that it did. The popularity of Babe Ruth also helped in improving the money inthe game, since people just went to watch Babe Ruth in action.

Baseball became a game of strategy and hitting throughout the last part of the20th century. However, pitching and home run hitting are the baseball benchmarks oftoday. Depending on the strength of their bullpens and their home run hitters, baseballteams are either big winners or big losers. The one thing that is consistent is that thecost of admission still continues to rise.

THE GAME

A baseball/softball game is played by two teams who alternate between offenseand defense. There are nine players on each side. The goal is to score more runs thanthe opponent, which is achieved by one circuit of four bases that are placed on thediamond.

THE EQUIPMENT

The defense wears baseball/softball gloves, a leather contraption that fits on thehand, to catch the ball. A baseball is a white ball roughly three inches in diameter withred stitching. A softball is roughly twice as big, sometimes yellow (but no softer).The offense uses a bat, which is made of wood in the professional ranks, and likelymade of aluminum or a metal composite at amateur levels. Almost all softball bats arealuminum or metal.

THE FIELD

The part of the field closest to the bases is called the infield, and the grassyfarther reaches is called the outfield.The bases are 90 feet apart on the diamond, closer in children's leagues and softball.Other fields are variable, and the outfield fences or the amount of foul territory - the


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amount of ground that borders the field between the long white lines that connect firstbase to home plate and third base to home platevaries from field to field.

DEFENSE: THE POSITIONS

There's a pitcher in the middle of the mound who initiates the action by throwingthe ball toward home plate. The catcher catches the ball if it's not hit. The infielders arethe first baseman, second baseman, shortstop (between second and third base) and thethird baseman. There are three outfielders: The left fielder, center fielder and rightfielder.

THE GAMES

There are nine innings in professional baseball games (sometimes fewer in lowerlevels), and each inning is divided in half to the top of the inning (when the visiting teamhits and the home team plays defense) and the bottom of the inning (when the home

team hits and the visiting team plays defense). Each team gets three outs in each halfof the innings.

ON OFFENSE

Each team has nine players in its batting order, and they must stick to that orderthroughout the game (players may substitute in for other players). A play begins with abatter waiting to hit a pitch from the pitcher. If the batter hits the ball into the field of play,the batter runs to first base and can run to as many bases as he or she deems fitwithout getting "out." If a players hits the ball over the outfield fence in fair territory(between the foul lines), it's a home run, and the batter can circle all four bases.

ON DEFENSEThere are many ways that the team on defense can get an offensive player out. Four

common ways are:

Strikeouts (hitter misses three pitches)

Force outs (when, after the ball is hit, the defensive player with the ball reaches abase before the runner)

Fly outs (when a player hits the ball in the air and it's caught by a defensiveplayer before the ball hits the ground)

Tag outs (when a runner is touched with the ball, or a glove with the ball in it)

SKILLS IN BASEBALL

Baseball requires a high degree of skill to play well. Athletic ability will help aplayer compete with other top players, but the specific skills of hitting, throwing andcatching the baseball require significant work and practice to acquire. Many of the top


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hitters in the game don't have a tremendous speed or strength, but they all have a high-level of eye-hand coordination.

Hitting

Hitters who can drive the ball over the fence, such as Babe Ruth and HankAaron, are lionized, but many hitters who don't hit frequent home runs can be just asimportant to their teams. Hitting the ball consistently takes timing, hand-eye coordinationand confidence. These skills are developed through regular batting practice. Hittersmust be balanced when standing at the plate and drive their hands through the ball withall their strength and momentum behind their swings.

Catching

Catching and fielding the baseball takes athleticism, aggressiveness, timing andcoordination. Fielding ground balls requires the player to get to a spot on the field

quickly, to get his body in front of the ball and to catch it out in front of him. Catching flyballs takes speed, timing, anticipation and coordination. Fielders need to catchhundreds of ground balls and fly balls in practice to learn how to field consistently.

Throwing

Throwing the ball well requires arm strength, balance and timing. Baseballplayers must build the strength in their arm by throwing regularly with the propertechnique. That means players must step toward the target when they throw and mustget their momentum traveling toward their target.

Base Running

Having speed alone does not make one a good base runner. Speed helps, butunderstanding the route to run, the arm strength of opposing outfielders and the gamesituation are more important skills than flat-out speed. A good base runner will listen toadvice from coaches on the base paths, but will make the final decisions whether to runor stop based on his knowledge.

EQUIPMENT

Gloves

In the beginning baseball players did not wear gloves. Today there are severaldifferent kinds of gloves. The catcher's mitt is big, round, and padded. The firstbaseman's mitt is longer than the other fielders' gloves, and an outfielders' glove islarger than an infielders' glove.Bases


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The first bases used in baseball were four-foot high stakes. Too many players ran intothem and were hurt, so they tried big flat rocks. Players were still being injured, so theyfinally filled soft sacks with sand. The modern day bases are made similar to the sandfilled bags.

Safety Gear

The first catchers in baseball did not wear any gear for protection. Today'splayers wear a face-mask, helmet, chest protector, shin guards and a cup. In 1952, thePittsburgh Pirates were the first team to wear helmets. They wore them when they werebatting and when they were playing in the field.

Bats

In the major leagues, only wooden bats are used. The rules say that the bat canonly be 42 inches long, and can only be 2 3/4 inches in diameter at the thickest point.

White ash is the best wood to use to make a bat. A bat made out of white ash helpsabsorb some of the shock when hitting a 90 mile-per-hour pitch.

Baseballs

All baseballs are made the same size and weight. They are 9 to 9 1/4 inches incircumference and weigh 5 to 5 1/4 ounces. The center of the baseball is cork. The corkball is covered with rubber. Cotton and wool yarn are tightly wound around the cork andrubber center. 150 yards of cotton yarn (450 feet) and 219 yards of wool yarn (625 feet)are used to make a baseball.

Baseball Rules & Regulations

Former Chicago White Sox owner Bill Veeck famously said, I try not to break therules but merely to test their elasticity. A certain amount of rule-bending is likely to existin any sport, but no game has a set of rules as well established as baseball, where theregulations have been virtually unchanged for over a century. For newcomers tobaseball, the following is a brief overview of the games essential tenets:

Each team in a baseball game starts nine players. The game is broken up intoinnings, during which each team plays both offense and defense. A regulation baseballgame consists of nine innings (many levels of youth baseball, including high school,play only six- or seven-inning games). An inning starts with the home team on defenseand the away team on offense. The offensive team attempts to score runs, while thedefensive team attempts to record outs.

One inning is completed after each team makes three outs. The team that hasthe most total runs after nine innings are completed is the winner. If the score is tied,play continues, with each extra inning functioning as sudden death.


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Positions & Lineups

On defense, the players occupy nine positions. There are five infield positions(pitcher, catcher, first base, second base, third base, and shortstop), and three outfieldpositions (left field, center field, and right field). The diagram to the left shows the typical

defensive alignment on a basic baseball diamond.

On offense, the nine starters form a strategically arranged lineup, whichdetermines the order in which each player bats. Many baseball organizations allow theuse of a designated hitter. This means that one player who is not among the defensivestarters may bat in the place of a defensive player. In many cases, the designated hitterbats for the pitcher.

The players take turns batting according to the lineup, and once every player hasbatted, the order starts over from the top. It is against the rules to bat out of order.Substitutions may be made at any time, but once a player has been removed from the

game, he cannot return (unless specific league rules allow it).

Pitching & Defense

In baseball, play starts when the pitcher delivers a pitch. There are two positionsfrom which a pitcher may start his delivery: The wind-up and the stretch. The wind-up istypically used with no runners on base, while the stretch is utilized when there are baserunners, because it is a quicker way to make a pitch. The pitcher must be in contact withthe pitchers rubber when he throws the ball.

For every at-bat of a game, a count is kept in order to keep track of how manyballs and strikes have been thrown (for example, one ball and two strikes, or 1-2). Thestrike zone is an area that reaches from the batters knees to his chest, and spans thewidth of home plate. The home plate umpire determines whether each pitch crossedthrough the strike zone, and so strike zones tend to be somewhat subjective. If thepitcher throws a pitch that misses the strike zone, it is called a ball. If he throws a pitchinside the strike zone, or if the batter swings and misses, or if the batter hits the ball intofoul territory, it is called a strike.

There are several ways to record an out on defence:

Strike out:After three strikes, the batter is out. However, a batter cannot strike out on afoul ball. If he hits a foul ball with two strikes, the count remains the same.

Tag out:When the ball is in play, any defensive player may tag a base runner when heis off the base to record an out.

Catch:If the batter hits a pitched ball in play, and any member of the defense catches itin the air, then the batter is out. A runner on base may attempt to advance to the next


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base once a catch has been made by tagging up. However, the runner does so at therisk of being tagged out.

Force out:If the batter hits a pitched ball in play that is not caught in the air, the

defense may field the ball and touch first base (or more likely, throw it to the first

baseman, who then touches first base) before the batter reaches the base to record theout. Also, if there are runners on first base, first and second base, or all three bases, therunners must advance if a batted ball touches the ground (they are forced). Therefore,the defense can tag a base in front of a runner for a force-out. It is possible for thedefense to record multiple force-outs on the same play. This is called a double play.

Scoring

The home plate area consists of home plate, a left-hand batters box and right-hand batters box (on separate sides of home plate, and a catchers box (directly behindhome plate). The offensive player stands in one of the batters boxes, while the catcher

squats down behind home plate, and the umpire stands just behind the catcher.In order to score a run, a batter must safely touch all four bases (in a counter-clockwisedirection) and home plate. The player doesnt need to touch all four bases duri ng oneplay. Once he reaches a base, he may choose to stay there, and as long as he stays onthe base he cannot be tagged out. Therefore, in order to score a run, the offensive teamtypically must get multiple players on base safely in order to advance them around thediamond and touch home plate to score a run.

There are several ways that a batter may reach base safely:

Single: The batter hits a pitched ball into fair territory, and the defense is unable to

catch it in the air. If the batter makes it to first base without being tagged with the ball orbefore the defense can make a force-play at first base, then the batter is safe with asingle.

Double: The batter hits a pitched ball into fair territory, and the defense is unable tocatch it in the air. If the batter makes it to second base without being tagged with theball or before the defense can make a force-play, then the batter is safe with a double.

Triple:The batter hits a pitched ball into fair territory, and the defense is unable to catchit in the air. If the batter makes it to third base without being tagged with the ball orbefore the defense can make a force-play, then the batter is safe with a triple.

Home run:The batter hits a pitched ball into fair territory, and the defense is unable tocatch it in the air. If the batter touches all three bases and makes it to home platewithout being tagged with the ball or before the defense can make a force-play, then thebatter is safe with a home run. In addition, if the batter hits a pitched ball that landsbeyond the designated outfield fence, it is an automatic home run. He is allowed to jog


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around the bases and touch home plate, and any runners who were on base are alsoallowed to score.

Base on balls: If the pitcher throws four pitches out of the strike zone (as determined

by the home plate umpire) before the batter hits the ball fair or strikes out, then the

batter is awarded first base.

Hit by pitch: If a pitched ball strikes the batter on any part of his body, the batter isawarded first base (unless an umpire determines that the batter intentionally moved inorder to get hit).

Catchers interference:If the batters bat makes contact with the catcher while heattempts to swing at a pitch, the batter is awarded first base.

Defensive error: If the batter is able to safely reach base as the result of a defensiveplayers mistake, then the play is called an error. An error has effectively the same

result as a hit, but officially it is a different type of play.

Dropped third strike:If a batter swings and misses at a pitched ball for the third strike,but the catcher drops the ball or it bounces away, the batter may attempt to run to firstbase. If the batter reaches first base before the catcher can tag him or make a force-out,then the batter is safe.

Fielders choice:If the batter hits a pitched ball into play, and the defense chooses totag or force-out another base runner instead of the batter (thereby allowing the batter toreach base safely), then it is considered a fielders choice. This is a less desirable wayto reach base, because an out is recorded in the process.

SOFTBALL

The name "softball" dates back to 1926. The name was coined by WalterHakanson of the YMCA at a meeting of the National Recreation Congress. (In additionto "indoor baseball", "kitten ball", and "diamond ball", names for the game included"mush ball", and "pumpkin ball".) The name softball had spread across the UnitedStates by 1930. By the 1930s, similar sports with different rules and names were beingplayed all over the United States and Canada. The formation of the Joint RulesCommittee on Softball in 1934 standardized the rules and naming throughout the UnitedStates..The first British women's softball league was established in 1952.In 1991, women's fast-pitch softball was selected to debut at the 1996 SummerOlympics. The 1996 Olympics also marked a key era in the introduction of technology insoftball; the IOC funded a landmark biomechanical study on pitching during the games.


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In 2002, sixteen-inch slow pitch was written out of the ISF official rules, although it is stillplayed extensively in the United States under The Amateur Softball Association ofAmerica, or ASA rules.The 117th meeting of the International Olympic Committee, held in Singapore in July2005, voted to drop softball and baseball as Olympic sports for the 2012 Summer

Olympic Games.Other sanctioning bodies of softball are AAU, NSA, PONY, ASA, ISC, USSSA, and ISA.

Equipments of softball

Equipment required in softball includes a ball, a bat, gloves, uniforms andprotective gear: for example, helmets for the offensive team and a helmet, shin guardsand chest protector for the defensive catcher. Also cleats, sliding shorts, face masksand knee sliders may be worn for softball.

Ball

Despite the sport's name, softballs are not especially soft. The size of the ballvaries according to the classification of play; the permitted circumferences ininternational play are 120.125 in (30.50.3 cm), in weight between 6.25 oz (178 g) and7.0 oz (198.4 g) in fast pitch;. A 12-inch circumference ball is generally used in slowpitch; although in rare cases some leagues (especially recreational leagues) do use a14-inch circumference ball..In 2002, high-visibility yellow "optic" covering, long-used for restricted flight balls in co-ed recreational leagues, became standard for competitive play. Yellow is the color ofofficial NCAA and NAIA softballs. Yellow softballs are fast becoming the standard for alllevels of play for girls' and women's play in particular. White balls are also allowed, butare much more common in slow pitch than in fast pitch.

Bat

The bat used by the batter can be made of wood, aluminum, or compositematerials such as carbon fiber. Sizes may vary but they may be no more than 34 inches(86 cm) long, 2.25 inches (6 cm) in diameter, or 38 oz. (1.2 kilograms) in weight. In fastpitch softball, wooden bats are not allowed. The standard bat barrel diameter for bothslow-pitch and fast pitch softball is 214 inches. Many players prefer a smaller barrel,which reduces weight and allows higher swing speed.

Gloves

All defensive players wear fielding gloves, made of leather or similar material.Gloves have webbing between the thumb and forefinger, known as the "pocket". Thefirst baseman and the catcher may wear mitts; mitts are distinguished from gloves inthat they have extra padding, and no fingers. No part of the glove is allowed to be thesame color as that of the ball, including that of its seams. Gloves used in softball are


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usually larger than the ones used in baseball. No glove larger than 14" (36 cm) can beused in ASA sanctioned play..

Protective equipment

A helmet must have two ear flaps, one on each side. Helmets and cages that aredamaged or altered are forbidden. Helmets must be worn by batters and runners in fastpitch. Helmets are optional in slowpitch. In NCAA fast pitch softball you have the optionto wear a helmet with or without a face mask.. In male fast pitch masks are generallyonly used for medical reasons. In fast pitch, the catcher must wear a protective helmetwith a face-mask and throat protector, shin guards and body protector. Shin guards alsoprotect the kneecap.

In any form of softball, any player (other than fast pitch catchers on defense) canwear a protective face mask or face guard. As usual, it must be in proper condition andnot damaged, altered, or the like. This is intended to prevent facial injuries.

Umpires

Decisions about plays are made by umpires, similar to a referee in Americanfootball. The number of umpires on a given game can range from a minimum of one to amaximum of seven. There is never more than one "plate umpire"; there can be up tothree "base umpires", and up to a further three umpires positioned in the outfield. Mostfast pitch games use a crew of two umpires (one plate umpire, one base umpire).The plate umpire often uses an indicator (sometimes called a clicker or counter) to keeptrack of the game

Decisions are usually indicated by both the use of hand signals, and byvocalizing the call. Safe calls are made by signaling with flat hands facing down movingaway from each other, and a verbal call of "safe". Out calls are made by raising the righthand in a clenched fist, with a verbal call of "out". Strikes are called by the plate umpire,who uses the same motion as the out call with a verbal call of "strike". Balls are onlycalled verbally, with no hand gesture. The umpire also has the option of not sayinganything on a ball. It is understood that when he stands up, the pitch was not a strike.Foul balls are called by extending both arms up in the air with a verbal call of "foul ball",while fair balls are indicated only by pointing towards fair territory with no verbal call. Nosignal is given for balls that are obviously foul and for closer calls that are notborderline; a mere acknowledgement signal is given.

All decisions made by the umpire(s) are considered to be final. Only decisionswhere a rule might have been misinterpreted are considered to be protestable. At sometournaments there might be a rules interpreter or Tournament Chief Umpire (TCU) (alsoknown as the Umpire In Chief, or UIC) available to pass judgment on such protests, butit is usually up to the league or association involved to decide if the protest would be


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upheld. Protests are never allowed on what are considered "judgment calls" balls,strikes, and fouls.

Pitching

Play begins with the umpire saying "Play Ball". After the batter is ready and allfielders (except the catcher) are in fair territory, the pitcher stands at the pitching plateand attempts to throw the ball past the batter to the catcher behind home plate. Thethrow, or pitch, must be made with an underarm motion often called the "windmill"motion: the ball must be released below the hip when the hand is no farther from the hipthan the elbow to get it in the strike zone.

Batters

The batter stands facing the pitcher inside a "batter's box" (there is one on eachside of the plate to compensate for either right or left handed batters). The bat is held

with both hands, over the shoulder, and away from the pitcher (90 degree angle). Theball is usually hit with a full swinging motion in which the bat may move through morethan 360 degrees. The batter usually steps forward with the front foot, the body weightshifts forward, as the batter simultaneously swings the bat. When swinging, the backfoot should look like it is squishing a bug. A bunt (baseball) is another form of batting.There are different types, including a [sacrifice bunt], or [slap bunt]. There is also regularslapping in which a batter takes position on the left side of the plate and usually standsin the back of the box, but it is possible form anywhere. Once the ball is hit into fairterritory the runner must try to advance to first base or beyond. While running to firstbase, the batter is a "batter-runner". When she safely reaches first she becomes a"base-runner" or "runner".

A batted ball hit high in the air is a "fly ball". A fly ball hit upward at an anglegreater than 45 degrees is a "pop fly". A batted ball driven in the air through the infieldat a height at which an infielder could play it if in the right position is a "line drive". Abatted ball which hits the ground within the diamond is a "ground ball". If a batted ballhits a player or a base, it is considered to have hit the ground.

Pitcher

The pitcher is the individual who throws the ball from the middle of the diamondor the pitcher's mound. In baseball, the mound is elevated, but in softball the mound isnot elevated. The pitcher usually throws the ball in the strike zone. In softball, thepitcher uses an underarm motion to pitch the ball towards the strike zone. As soon asthe pitcher makes a throw, the fielders are ready to field balls that are hit in the middleof the diamond. Pitchers usually tend to be tall, very flexible and have good upper bodystrength. Pitchers can be righthanded or lefthanded. The softball pitcher makes awindmill motion while throwing under hand. Unlike baseball who throw over hand.Catcher


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The catcher is always behind the hitter in semi-crouched position at home plate. Thecatcher recovers pitches from the pitcher. The catcher also throws balls to other basesto throw out runners. At home plate, the catcher is responsible for making some of theteam's outs by retiring base runners attempting to score. In most games, catchersprovide a visual or finger clue as to what the next pitch should be. Catchers are usually

very strong, agile, think fast and possess fast reflexes. Catchers need a lot of muscle tomake powerful and fast throws. Catchers must block balls on the ground and try to keepthe pitches in front of them in order to prevent a girl from steeling a base. They are oneof the most important players in the game. A good catcher makes the pitcher look goodby framing the pitches (moving balls into the strike zone in order to fool the umpire).

First baseman

The first baseman is the position to the right of the first base. The major role ofthe first baseman is to make fielding plays on all balls hit towards first base. The firstbase is usually involved in every hit that occurs on the playing field. Individuals at first

base have quick hands, a good reach and are always on the lookout to catch the playeroff base. First basemen can be both left and right handed.

Second baseman

The second baseman plays in between the first baseman and the gap at second.If the ball is hit to the left side of the field, second covers second base. If the ball is hiton their side of the field, they back up the fielder, cover first, or field the ball dependingon where it is hit.The second baseman also is the cut off on balls hit to the right side ofthe outfield. The second baseman also throws directly to the catcher to prevent runnersfrom scoring. Mostly, when the ball is hit to the left side of the field, the second basemenplays second for shortstop. Also, in the case of a bunt, the second baseman must coversecond as the shortstop runs to cover third base, since the third baseman is running upfor the bunt.Shortstop

The shortstop fields all balls hit to the infield between the second and third bases.This individual also helps cover second base, third base and is frequently involved inforce plays, double plays and frequently throws the ball to the catcher to throw outrunners at home plate. On steals to second base (when the runner from first isadvancing to second on the pitch) the shortstop usually covers. The shortstop onlydoesn't cover second base when a right handed batter is up. In this case, the secondbaseman covers the steal. Most short stops are very quick, agile and think fast. Theyare the captain of the infield as is the center fielder of the outfield..

Third baseman

The third baseman covers all hits to the third base and receives balls from theoutfield. The third base person also frequently throws the ball to the catcher trying to


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throw out the runner at home plate. The individual at third base usually thinks fastbecause of the types of hits that commonly occur in that zone. Quick thinking can oftenstop runners from scoring or can result in double plays.

Outfielders

The outfielders are players that cover the grassy area behind the infield.Outfielders are named for their positions in the field relative to home plate. Traditionaloutfield positions include a left fielder, a center fielder, and a right fielder. These playersusually back up the plays made by the infielders and make plays when the ball is hitpast or over the infield. Because their positions cover a greater range than those ofinfielders, outfielders tend to have strong throwing arms.

Web Sources:

SOFTBALLhttp://www.softballperformance.com/softball-history/http://www.isfsoftball.org/english/rules_standards/rulebook.pdfhttp://www.buzzle.com/articles/softball-rules-and-regulations.htmlhttp://www.wiaawi.org/Sports/Softball/RulesRegulations.aspx

BASEBALLhttp://en.wikipedia.org/wiki/Baseballhttp://www.britannica.com/EBchecked/topic/54751/baseballhttp://www.libertyball.com/coachcorner/Baseball%20Handbook.pdfhttp://www.infosports.com/zdr/tm/jzm.htmlhttp://en.wikipedia.org/wiki/Baseball_clothing_and_equipmenthttp://www.baseball-rules.com/basicbb.ht

Bibliography

Cole, Terrence. A Purely American Game: Indoor Baseball and the Origins ofSoftball.International Journal of the History of the Sport7.2 (September 1990): 287296.

Gems, Gerald R. Windy City Wars: Labor, Leisure, and Sport in the Making ofChicago.1997.

Garmean, Judith Fay. "A Study Of Attitudes Toward Softball Competition For Women."Santa Barbara: University if California 1969: 87
http://www.softballperformance.com/softball-history/http://www.isfsoftball.org/english/rules_standards/rulebook.pdfhttp://www.buzzle.com/articles/softball-rules-and-regulations.htmlhttp://www.wiaawi.org/Sports/Softball/RulesRegulations.aspxhttp://en.wikipedia.org/wiki/Baseballhttp://www.britannica.com/EBchecked/topic/54751/baseballhttp://www.libertyball.com/coachcorner/Baseball%20Handbook.pdfhttp://www.infosports.com/zdr/tm/jzm.htmlhttp://en.wikipedia.org/wiki/Baseball_clothing_and_equipmenthttp://en.wikipedia.org/wiki/Baseball_clothing_and_equipmenthttp://www.infosports.com/zdr/tm/jzm.htmlhttp://www.libertyball.com/coachcorner/Baseball%20Handbook.pdfhttp://www.britannica.com/EBchecked/topic/54751/baseballhttp://en.wikipedia.org/wiki/Baseballhttp://www.wiaawi.org/Sports/Softball/RulesRegulations.aspxhttp://www.buzzle.com/articles/softball-rules-and-regulations.htmlhttp://www.isfsoftball.org/english/rules_standards/rulebook.pdfhttp://www.softballperformance.com/softball-history/


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Berlage, Gai Ingham. "Women In Baseball: The Forgotten History". London: GreenwoodPublishing 1994:208

Alexander, Charles C. Our Game: An American Baseball History. New York: MJF, 1991.

Bjarkman, Peter C. (2004). Diamonds Around the Globe: The Encyclopedia ofInternational Baseball. Greenwood.

Alexander, Charles C. Our Game: An American Baseball History. New York: Henry Holtand Company, 1991.

Grade 8 Physical Education 2nd Quarter

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