Coaching Softball Technical - Tactical Skills PDF

Coaching
SoftBall
Technical and
Tactical Skills
American Sport
Education Program
Human Kinetics
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Library of Congress Cataloging-in-Publication Data
Coaching softball technical and tactical skills / American Sport Education Program.
p. cm.
Includes index.
ISBN-13: 978-0-7360-5376-1 (soft cover)
ISBN-10: 0-7360-5376-X (soft cover)
1. Softball--Coaching. I. American Sport Education Program.
GV881.4.C6C62 2009
796.357'8--dc22
2008030204
ISBN-10: 0-7360-5376-X ISBN-10: 0-7360-8535-1 (Adobe PDF)
ISBN-13: 978-0-7360-5376-1 ISBN-13: 978-0-7360-8535-9 (Adobe PDF)
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contents
preface v
Part I Teaching and Evaluating . . . . . . . . . . . . . . . . . 1

chapter 1 Teaching Sport Skills 3
chapter 2 Evaluating Technical and Tactical Skills 9
Part II Teaching Technical Skills . . . . . . . . . . . . . . . . 19

chapter 3 Offensive Technical Skills 21
chapter 4 Defensive Technical Skills 55
Part III Teaching Tactical Skills . . . . . . . . . . . . . . . . . 127

chapter 5 Offensive Tactical Skills 129
chapter 6 Defensive Tactical Skills 169
Part IV Planning for Teaching . . . . . . . . . . . . . . . . . . 201

chapter 7 Season Plans 203
chapter 8 Practice Plans 215
Part V Game Coaching . . . . . . . . . . . . . . . . . . . . . . . . 233

chapter 9 Preparing for Games 235
chapter 10 During and After the Game 245
index 255
about ASEP 263
iii
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preface
If you are a seasoned softball coach, surely you have experienced the frustration of
watching your players perform well in practice, only to find them underperforming
in games. In your playing days, you likely saw the same events unfold. Teammates,
or perhaps even you, could tear the cover off the ball in batting practice and snag
every ground ball in drills but could not transfer that kind of performance to
games. Although this book will not provide you with a magical quick fix to your
team’s problems, it will help you prepare your players for game day. Whether you
are a veteran coach or a new coach, Coaching Softball Technical and Tactical Skills
will help you take your game to the next level by providing you with the tools that
you need to teach your team the game of softball.
Every softball coach knows the importance of technical skills. The ability of a
player to field a fly ball, make a strong throw, block a pitch in the dirt, lay down
a bunt or throw a curveball can significantly affect the outcome of a game. The
book discusses the basic and intermediate technical skills necessary for your
team’s success, including both offensive and defensive skills. You will learn how
to detect and correct errors in your athletes’ performance of those skills and then
help them transfer the knowledge and ability that they gain in practice to execu-
tion in games.
Besides covering technical skills, the book explains tactical skills, including
offensive skills like the sacrifice bunt, getting out of a rundown and stealing third
base and defensive skills such as pickoff plays, defending the first-and-third double
steal and double-play defenses. The book discusses the “tactical triangle,” an
approach that teaches players to read a situation, acquire the knowledge that they
need to make a tactical decision and apply decision-making skills to the problem.
To advance this method, the book covers important cues that help athletes respond
appropriately when they see a play developing, including important rules, game
strategies and the strengths and weaknesses of opponents.
Although rigorous technical and tactical training prepares athletes for game
situations, you can improve their game performance by incorporating gamelike
situations into daily training. The book offers many traditional drills that can be
effective but also shows you how to shape, focus and enhance scrimmages and
minigames to help your players transfer their technical skills to tactical situations
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vi Preface
that occur during games. For example, you can add realism to the infielders’
work on the double play by including base runners or timing the fielders with a
stopwatch.
The book also covers planning at several levels—the season plan, practice plans
and game plans. Sample games approach practice and season plans are offered.
The season plan lays out a season based on the skills in this book, and the practice
plans include a description of eight practice sessions, covering elements such as
the length of the practice session, the objective of the practice, equipment needed,
warm-up, practice of previously taught skills, teaching and practicing new skills,
cool-down and evaluation. Sample traditional approach season and practice plans
can be found in the Coaching Softball Technical and Tactical Skills online course.
Of course, playing the games is what your practices eventually lead to. The
book shows you how to prepare long before the first game, including issues such
as communicating with players, parents, officials and the media; scouting your
opponent; and motivating your players. You will learn how to control your team’s
performance on game day by establishing routines and how to make decisions
during the game, such as how to deal with removing pitchers, making substitu-
tions and setting a batting order.
Part I
Teaching and
Evaluating
Being a good coach takes more than knowing the sport of softball. You have to
find a way to teach your athletes how to be better ballplayers, and you need to
know how to evaluate your players to find ways to improve their performance.
In chapter 1 we go over the fundamentals of teaching sport skills. We first
provide you with a general overview of your sport and talk with you about the
importance of being an effective teacher. Next, we define some important skills
to improve your understanding of technical and tactical skills and the traditional
and games approaches to coaching.
We build on the knowledge of how to teach sport skills with the evaluation of
technical and tactical skills in chapter 2. We discuss the importance of evaluat-
ing athletes, review the core skills that you should assess and describe how you
can assess them. Chapter 2 stresses the importance of preseason, in-season
and postseason evaluation and provides you with sample tools that you can use
to evaluate your players.
By learning how to teach and evaluate your players, you will be better prepared
to help them improve their performance.
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chapter
1
Teaching Sport
Skills
Although its rules and the look of the playing field have changed over the years,
the basic concept of softball has not—the team that scores the most runs wins.
The basic concepts of softball are ingrained so deeply into America that its terms
have become part of our everyday language. Many states’ judicial codes have
“three strike” laws on the books for repeat criminals. Goofy people are said to be
“out in left field.” And when a young romantic says that he “struck out,” everyone
knows what he means.
A certain uniformity exists at all levels as far as rules are concerned. A playing
field in Indiana looks the same as one in Washington. Youth fields are merely
shrunken versions of their high school and collegiate counterparts. Infields are
diamond shaped, and the center field fence is usually farther from the plate than
the fence in left or right. The pitching circle is 8 feet in diameter. Depending on
the age of participants, the pitching rubber is 38 to 46 feet from the plate.
Although competitive and recreational softball has been played for years, its
heyday may be occurring right now. With women’s softball being played in the
Olympics, names like Lisa Fernandez, Jenny Finch, Dot Richardson and Sheila
Douty have become familiar to millions of softball enthusiasts. The NCAA has
recognized softball as a sport, allowing scholarships in colleges from the beginning
of the organization’s involvement in women’s athletics. Even so, no longer can the
assumption be made that most Americans know the game; too many diversions
are available to them. So, too, it cannot be taken for granted that youth will know
how to perform the skills of softball as soon as they step out of the cradle. Today
those skills have to be taught.
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4 Coaching Softball Technical and Tactical Skills
Effective Teaching
A commonly held fallacy is that an athlete who excelled as a player can excel
at coaching too. Great players often play instinctively and don’t know why they
do what they do. They just do it. Players who are not as skilled sometimes try
to make up for their limited skills by becoming more knowledgeable about the
tactics and techniques needed to become good softball players. These players,
although never able to perform at a high level themselves, learned enough about
the game to know how to pass on that knowledge of skills to others. This is not
to say that good players cannot be good coaches. Rather, you should realize that
just because you were a good player you will not naturally become a good coach.
You will need to work at it.
Good coaching is good teaching. There is no simpler way to put it! Coaches who
discover the best way to help all their players succeed become the best coaches.
Coaches must recognize this fact and be responsible for their athletes’ learning.
Coaching requires teaching.
Good coaches, then, not only teach the mechanics of the game but also under-
stand the way that athletes learn. Rather than tell players how to play, good coaches
teach them how to learn the game for themselves. This approach demands that you
do more than just work with the Xs and Os. The great player is the sum of many
parts: technical skill, tactical skill, physical ability, mental acuity, communication
proficiency and strength of character (Rainer Martens, Successful Coaching, Third
Edition, Champaign, IL: Human Kinetics, 2004, pp. 186–188). Although all these
skills are important, this book focuses on the technical and tactical skills that you
need to be aware of in coaching softball. To learn more about other skills that
should be part of the makeup of a great athlete, refer to Rainer Martens’ Successful
Coaching, Third Edition.
A softball player could master literally thousands of technical and tactical skills.
Covering every aspect of the game—from the simple act of gripping and holding
a softball to the complexity of successfully executing a suicide squeeze—would
be impossible. Instead, this book focuses on the essential basic and intermedi-
ate technical and tactical skills, developed from a list of skills compiled with
the cooperation and assistance of the National Fastpitch Coaches’ Association
(NFCA).
Technical Skills
Everyone involved in coaching softball knows the importance of technical skills.
The way a player fields a ground ball, lays down a bunt, throws a fastball or
executes a bent-leg slide has a big effect on the outcome of a game. Technical
skills are “the specific procedures to move one’s body to perform the task that
needs to be accomplished” (Martens, Successful Coaching, p. 169). The execution
of technical skills, the capability to teach athletes how to perform them, the flair
to detect errors and correct them and the ability to recognize when those skills
come into play in a game are all things that you will develop over time with the
accumulation of experience. You may need years and hundreds of games to acquire
the knowledge necessary to know instinctively what to do. This book will help you
reach that stage more quickly, taking you from your current level of knowledge to
a higher plane by showing you how to
Teaching Sport Skills 5
• focus on the key points of the skill,

• detect errors in an athlete’s performance of those skills,
• correct the errors that athletes make, and
• help athletes transfer the knowledge and ability that they gain in practice
to execution in games.
Developed from the expertise of the NFCA, the plan outlined in this book will
help you learn how to teach athletes to become masters of the basic to interme-
diate technical skills of softball and will assist you in providing athletes with the
resources necessary for success.
Tactical Skills
Although mastering the technical skills of softball is important, it is not enough.
Softball players need to know not only how to play the game technically but also
how to choose the tactics necessary to achieve success. Many softball texts over-
look the tactical aspects of the game. Coaches even omit tactical considerations
from practice because they focus so intently on teaching technical skills. Teaching
tactics is much harder and takes much more effort than teaching techniques, but
the resulting dividends are substantial.
Tactical skills can best be defined as “the decisions and actions of players in
the contest to gain an advantage over the opposing team or players” (Martens,
Successful Coaching, p. 170). One way that coaches can approach teaching tactical
skills is by focusing on three critical aspects, the “tactical triangle”:*
• Reading the play or situation
• Acquiring the knowledge needed to make an appropriate tactical decision
• Applying decision-making skills to the problem
This book as a whole provides you with the knowledge you need to teach players
how to use the tactical triangle. Part III covers important cues that help athletes
respond appropriately when they see a play developing, including important rules,
game strategies, and the strengths and weaknesses of opponents that affect game
situations, as well as ways to teach athletes how to acquire and use that knowl-
edge. Part III will help you teach athletes how to make appropriate choices in a
given situation and will show you how to empower players to recognize emerging
situations on their own and make sound judgments.
Anyone who has observed softball for any length of time has seen players make
errors in games on plays that they have practiced many times in training sessions.
Such situations can cause tremendous frustration, for both players and coaches.
As you will see, however, these errors can be prevented!
*Reprinted, by permission, from R. Martens, 2004, Successful coaching, 3rd ed. (Champaign, IL: Human
Kinetics), 215.
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Traditional Versus Games

Approach to Coaching
As mentioned previously, transferring skills from practice to games can be dif-
ficult. A sound background of technical and tactical training prepares athletes
for game situations. But you can surpass this level by incorporating gamelike
situations into daily training, further enhancing the likelihood that players will
transfer skills from practices to games. To understand how to accomplish this,
you must be aware of two approaches to coaching: the traditional approach and
the games approach.
Traditional Approach
Most coaches are comfortable with the traditional approach to coaching. This
method often begins with a warm-up period followed by a set of drills, a scrim-
mage and finally a cool-down period. This approach can be useful in teaching
the technical skills of softball, but unless coaches shape, focus and enhance the
scrimmages or drills, the athletes may not successfully translate the skills to
game situations, leaving coaches to ponder why their team practices better than
it plays.
Games Approach
Using the tactical triangle in practice supplies athletes with the tools that they
need to make appropriate and quick decisions. But unless they can employ these
tools in game situations, they are of little value.
You have surely seen players jump into the batting cage in practice and tear
the cover off the ball on the tees or the pitching machine but then have trouble
making good contact after the game begins. This type of hitter has learned the
art of performing well in drills but has not learned how to transfer those techni-
cal skills to tactical situations that occur during a game. Some people call this
choking, but a more accurate description would be failure to adapt. The same
sort of thing happens to the player who can field every ground ball flawlessly
in practice but bobbles easy grounders in a game or lets them go through her
legs.
The best way to prevent this scenario is to use the games approach to coach-
ing, which provides athletes with real-time, gamelike situations in training
that allow them to practice and learn the skills at game speed. This philosophy
stresses the importance of putting technical skills rehearsed in drills into use
in practice. You can drill players in a skill like bunting until they are sore, but
if they never get the opportunity to use the skill in a gamelike setting, they will
not be able to perform when it really counts—in an actual game. When play-
ers make mistakes in game-speed situations, they learn. You have to provide
gamelike opportunities in which players can feel secure about making mis-
takes so that they can file those mistakes in the “softball sense” parts of their
brains. By doing so, the chances of their making the same mistakes in games
will lessen.
The games approach emphasizes the use of games and minigames to provide
athletes with situations that are as close to a real game as possible (Alan G.
Teaching Sport Skills 7
Launder, Play Practice, Champaign, IL: Human Kinetics, 2001). This approach
requires more than just putting the team on the field, throwing them a ball and
letting them play. Rather, according to Launder, the games approach includes
three components that make each minigame educational:
1. Shaping
2. Focusing
3. Enhancing
Shaping play means modifying the game in a way that is conducive to learning
the skills that you want to teach in that particular setting. The games approach
shapes play by modifying the rules, the environment (playing area), the objectives
of the game and the number of players used (Launder, p. 56). In a typical scrim-
mage situation, the stronger players dominate and the weaker players rarely get
a chance to play an active role. When play is shaped, for example, by reducing
the number of players—the weaker players are put into positions where they will
have more opportunities to play active roles. But you cannot simply shape the
play and expect miracles to happen. You need to focus your athletes’ attention on
the specific objectives that you are trying to achieve with the game. Young players
are more apt to learn, or at least to reduce their reluctance to learn, if they know
why you are asking them to grasp new tactical information.
Knowing how the tactic fits into the team’s game plan or season plan also
helps players buy into the tactic. You can assist your athletes with this phase by
providing them with clear objectives and explaining how learning those objec-
tives elevates their capability to play and helps their team win games. Shaping
play and focusing players on objectives, however, cannot be successful unless
you play an active role and work on enhancing their play. You can enhance mini
games by adding challenges to make the contests between the sides equal. You
can also enhance play by encouraging your players and give them confidence by
frequently pointing out their progress. Minigames also give you an opportunity
to stop the game whenever you recognize an opportunity to teach something that
will improve their play even further.
Most coaches have used aspects of the games approach one way or another
in their training sessions. Although you may already have a basic understanding
of how to use this approach, this book takes the concept further by presenting
a games approach season plan as well as sample practices for you to use with
your team.
Both the traditional and the games approach are sound coaching practices.
Part IV examines both approaches to teaching the skills in softball. Although
both approaches have value, the philosophy of this book slants toward the latter.
Providing athletes with game-speed, real-time situations that have clear objectives
creates a productive, fun-filled learning environment. Athletes who have learned
to think of training as a necessary evil will be more motivated to come to practice
if they are engaged on a daily basis. More important, if they sense that they have
ownership over what they learn in practice, they become more responsible team
members. An added benefit is that softball players who learn through the games
approach will be better prepared for competition because they have already faced
stiff challenges in their everyday practice sessions.
Knowing how to teach the technical and tactical skills of softball is important,
but you will never know how your players are performing unless you create good
assessment systems. Next, you must learn how to evaluate players.
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chapter
2
Evaluating
Technical and
Tactical Skills
Softball is a team sport. In building your team, you should use specific evaluation
tools to assess the development of the individual parts that make up the whole of the
team. You must remember that basic physical skills contribute to the performance
of technical and tactical skills. In addition, an array of nonphysical skills, such
as mental capacity, communication skills and character training, overlay athletic
performance and affect its development (Rainer Martens, Successful Coaching,
Third Edition). In this chapter we examine evaluation guidelines by exploring
the specific skills that should be evaluated and the tools used to accomplish that
evaluation. Evaluations as described in this chapter will help you produce critiques
of your players that are more objective, a goal that you should continually strive
to attain.
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Guidelines for Evaluation

Regardless of the skill that you are measuring and the evaluation tool that you are
using, you should observe the basic guidelines that govern the testing and evalu-
ation process. First, the athletes need to know and understand the purpose of the
test and its relationship to the sport. If you are evaluating a technical skill, the
correlation should be easy. But when you are evaluating physical skills, or mental,
communication or character skills, you must explain the correlation between the
skill and the aspect of the game that will benefit.
Second, you must motivate the athlete to improve. The player will benefit by
understanding the correlation of testing to her game, but sometimes the games
seem a long ways away during practices and training. In the physical skills area,
elevating the status of the testing process can help inspire your athletes. If you can
create a game-day atmosphere by having many players present and watching as
you conduct the testing, athletes will compete with more energy and enthusiasm
than they would if you ran the tests in a more clinical fashion. Goal boards and
record boards with all-time best performances can also motivate athletes. The best
of these boards have several categories (separating the quicker players from the
more powerful players, for example, to give the smaller and often quicker players
a chance to compete in strength contests and to allow the often slower and more
powerful players a chance to compete in speed tests) and list several places, such
as the top 5 or top 10 performances, to give more athletes a reasonable chance to
compete for a spot on the board.
The best motivation, though, is the concept of striving for a personal best effort in
physical skills testing, or an improved score, compared with a previous evaluation,
on measurement of technical, tactical, communication and mental skills. When
the athlete compares herself today to herself yesterday, she can always succeed
and make progress, regardless of the achievements of her teammates. And when
she sees herself making progress, she will be motivated to continue to practice
and train. This concept, while focusing on the individual, is not antithetical to the
team concept. You simply need to remind the team that if every player gets better
every day, the team will be getting better every day!
Third, all testing must be unbiased, formal and consistent. Athletes will easily
recognize flaws in the testing process and subsequently lose confidence in the
results. You must be systematic and accurate, treating every athlete the same way,
for the test to have any integrity. No athlete can be credited with a test result on a
physical skill if she does not execute the test regimen perfectly. You must mandate
good form and attention to the details of the test. The same is true of evaluation
tools that are not quantitatively measured. A coach who wants to evaluate technical
skills must use the same tool for all athletes playing the same position and score
them fairly and consistently if they are to trust the conclusions reached.
Fourth, you must convey the feedback to the athletes professionally and, if pos-
sible, personally. No athlete wants to fail, and all are self-conscious to a certain
extent when they don’t perform to their expectations or the expectations of their
coach. At the same time, all athletes have areas that they need to improve, and
you must communicate those needs to the athlete, especially if she doesn’t see or
understand the need to make the improvement! Personal, private meetings with
athletes are crucial to the exchange of this information. Factual results, com-
parative charts ranking the athlete, historical records of previous test results and
even study of videotape of the athlete’s performances can discretely communicate
both the positive areas of improvement and the areas where progress needs to be
Evaluating Technical and Tactical Skills 11
made. If you have a large number of athletes, you can accomplish these individual
meetings in occasional and subtle ways—by asking the athlete to stay for a few
minutes in the office after a team meeting, by finding the athlete after practice
or after a workout in the locker room, by going out to practice early and creating
an opportunity to talk to the player individually or by calling the player into the
office at random times just to talk. These in-person, one-on-one meetings are by
far the best method to communicate to athletes the areas in which they need to
improve.
Finally, you must apply the principles that you are asking of your players to the
process of evaluating them. You must be knowledgeable about the technical and
tactical skills of your sport so that you can accurately and consistently evaluate
the skill that you see your players perform. You must understand the value and
importance of the physical skills (perhaps even in your personal lifestyle and health
habits!) to convey the importance of these skills to the game. You must exhibit
outstanding communication skills to be effective in your teaching, and you must
exhibit those same skills in your dealings with other staff members, especially
when you are visible to the players, so that you can establish credibility with the
players regarding communication.
Evaluating Skills
Clearly, players must know the technical skills demanded by their sport, and they
must know how to apply those skills in tactical situations when they compete.
You must remember, however, that basic physical skills contribute to the perfor-
mance of the technical and tactical skills, and must be consciously incorporated
into the athlete’s training plan. In addition, an array of nonphysical skills such as
mental capacity, communication skills and character training also overlay athletic
performance and affect its development.
As you evaluate your athletes, one concept is crucial: Each athlete should focus
on trying to improve her own previous performance, as opposed to comparing her
performance with those of her teammates. Certainly, comparative data helps an
athlete see where she ranks on the team and perhaps among other players in her
position, and this data may motivate her or help her set goals. But all rankings
place some athletes on the team below others, and the danger of focusing on this
type of system is that athletes can easily become discouraged if they consistently
rank in the bottom part of the team or skill group. Conversely, if the focus of the
evaluation is for every player to improve, compared with herself at the last testing,
then every player on the team can be successful every time tests are conducted.
Whether you are looking at physical skills or nonphysical skills, encourage your
athletes to achieve their own personal bests.
Evaluating Physical Skills

The essential physical skills for softball are strength, speed, agility, power and
flexibility. The training and evaluation of those five physical skills is especially
important in the off-season and preseason periods, when athletes are concentrat-
ing on overall improvement. In-season evaluation, however, is also important to
ensure that any off-season gains, especially in strength, do not deteriorate because
the players and coaches are devoting much of their time and attention to game-
plan preparation and practice.
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Testing should occur at least three times a year—once immediately before the
softball season begins to gauge the athlete’s readiness for the season, once after
the season ends to measure the retention of physical skills during competition and
once in the preseason to evaluate the athlete’s progress and development in the
off-season program. In addition, you will constantly be evaluating your athletes
throughout the season to make slight adjustments, as you will learn more about
in chapter 9.
Of course, training programs can positively affect several skills. For example,
improvements in leg strength and flexibility will almost certainly improve speed.
Furthermore, no specific workout program will ensure gains for every athlete in
each of the five skill areas. Consequently, testing and measurement of gains in
these areas is critical in showing you and the athlete where she is making gains
and what you should emphasize in subsequent training programs.
Strength
Strength testing can be done safely and efficiently using multiple-rep projections of
the athlete’s maximum performance. The risk of injury for the athlete is minimal
because she is working with a weight that is less than her maximum load. After a
proper warm-up, the athlete should select a weight that she believes she can rep at
least three times but no more than seven times. Using a chart of projected totals,
the number of reps that she accomplishes will yield her max. This type of test is
slightly less accurate than a one-rep max, in which the athlete continues to work
with heavier weights until she finds the highest load that she can rep one time.
But the one-rep test takes much longer to administer and is less safe because the
athletes are working with peak loads. Furthermore, the accuracy of the test would
be critical only if the athletes were competing with each other. Because the focus
of the off-season training program is the development and improvement of each
athlete, the multiple-rep projection is adequate for determining comparisons for
each athlete with her own previous performances.
Core Strength
Like the proverbial chain that is only as strong as its weakest link, the core ultimately determines
whether the athlete can put it all together and translate her strength, speed or agility into successful
softball performance. The core refers to the midsection of the body—the abdominal muscles, the lower-
back muscles and the muscles of the hip girdle—that connect lower-body strength and functions with
upper-body strength and functions. Core strength, then, is essential for softball, but at the same time it
is extremely difficult to isolate and test.
Softball coaches repeatedly emphasize the importance of keeping the legs bent and the center
of gravity close to the ground for improved balance, leverage and transition from one direction to
another. Without a strong core, the softball athlete will experience great difficulty in staying low and
transitioning quickly. The core also must be strong for the softball athlete to be able to play with explo-
siveness—combining strength, power and speed into decisive and effective throws, swings, leads and
fielding technique. Every physical training program for softball, therefore, must include exercises that
strengthen and develop the core. This training program must go beyond sit-ups and crunches, which are
important but not comprehensive enough to develop true core strength. Softball athletes must incorpo-
rate active exercises such as lunges, step-ups and jump squats to focus on development of the core.
As mentioned before, isolating core strength is difficult because it is involved in the performance
of every physical skill. But any exercise that recruits one or more large-muscle areas and two or more
primary joints (such as the bench press) can be used to test core strength (NSCA, Essentials of Personal
Training). The ultimate evaluation of core strength, however, is the athlete’s performance of softball
skills in practice and on game day on the field.
Speed
Speed testing for softball typically focuses on the 20-yard dash—the distance
between the bases and a distance that exceeds the ground that fielders cover when
making most defensive plays. In some instances, longer sprints are required, such
as when running down a long fly ball or running an extra-base hit. But these events
do not define the speed needed to play the game. Most sprinting that a softball
player performs in a game occurs in short bursts, so a test of the player’s initial
10-yard speed from a standing start also correlates well with the type of speed
needed to play the game. The 10- and 20-yard tests can be administered simulta-
neously, with a coach or electronic timer stationed at each of those distances to
record times for both yardages on the same trial. You want the test situation to
resemble the game situation as closely as possible, so, for example, you should
test the players on the field in cleats rather than in shoes that would be appropri-
ate for the basketball court.
Agility
Softball also requires the athlete to change direction quickly in short spaces and
use quality footwork to get into proper position to field ground balls, make throws,
block pitches, catch fly balls and make tags. So agility and footwork are physical
skills that must be trained and measured. The most common agility test for soft-
ball is the pro shuttle, a 20-yard lateral shuttle run. In this test, the athlete starts
on a designated line, runs 5 yards to her left or right, returns through her start-
ing point to a spot 5 yards on the other side of the starting point and then moves
back to finish at the point where she started (yardage run is 5, 10 and 5). This test
measures the athlete’s ability to plant and change directions and requires her to
keep the core low, in the athletic body position frequently mentioned throughout
the skills in this book. The time on the pro shuttle should be about two-tenths
of a second less than the athlete’s 40-yard dash time. If the margin is greater, the
athlete should emphasize speed development in her program; if the margin is less,
the athlete should emphasize agility drills in her training program.
Power
Power is the fourth primary skill required for softball. The emphasis here is on
the lower-body explosiveness that helps the softball athlete transition into throws,
explode off the mound, redirect body movements or jump to catch a throw. The
two simplest and best tests for power are the standing long jump and the vertical
jump. Administer both tests with the athlete in a stationary position so that the
test measures pure explosiveness unassisted by a running start. Allow the athlete
to take several trials at each event. Record her best effort as her score.
Flexibility
Flexibility is the most neglected physical skill but one of the most important.
Increases in flexibility will help the athlete improve her performance in just about
every other physical skill. Off-season programs should stress stretching, and you
should encourage, or mandate, athletes to stretch for at least 15 minutes each
day. In addition, the training program should include exercises that require the
athlete to bend and move, such as lunges, step-ups and so on, so that the athlete
is stretching and training the hip girdle and lower-back area as she works on
strength and power. Flexibility is difficult to measure, but the classic sit-and-
reach test provides a reasonable indication of the athlete’s range and gives her a
standard to improve on.
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Evaluating Nonphysical Skills

Athletic performance is not purely physical. A number of other factors influence
it. You must recognize and emphasize mental skills, communication skills and
character skills to enable your athletes to reach peak athletic performance.
Despite the importance of the physical, mental, communication and character
skills, however, the emphasis in this book is on the coaching of essential technical
and tactical skills. For an in-depth discussion of how to teach and develop both
physical and nonphysical skills, refer to chapters 9 through 12 in Rainer Martens’
Successful Coaching, Third Edition.
Mental Skills
Softball is a complex game because of the large number of players on the field
at one time, the vast number of defensive responses, and the diversity of athletic
types and abilities that make up a team. In addition, the long interval between
plays can cause an athlete to lose focus or talk herself into tension and stress.
Consequently, softball requires excellent mental skills.
The successful softball player must have the mental ability to sort out and iso-
late the cues that allow her to execute the skills of the game. Corner players must
focus on the batter’s hands and react in unison. Middle infielders do the same
while also focusing on the runners and subtle cues from the coach and the hitter
so that they can anticipate the play and know how to react. Pitchers must focus
on the target so that they can throw the ball effectively. Outfielders must focus on
the swing. Catchers must focus on catching the pitch and resisting the temptation
to peek at the runners after the pitch is on the way. And hitters must focus entirely
on the ball and ignore the pitcher and defense so that they can execute their swing
successfully. The performance of these skills takes study, discipline, focus and
belief that the system of cues will produce the desired results. The term mental
toughness might be the best and simplest way to describe the concentration and
determination required to perform these skills.
Communication Skills
Softball also requires communication skills at several levels—among the players
on the field and between the coaches and players in classrooms, in practices and
in the dugout during games—to get the desired skills accomplished. Softball teams
use numerous and specific forms of communication to get all players on the same
page on every play. Coaches send plays on to the field using hand signals or oral
signals; catchers give signals to the pitcher or to the defense for pickoffs; infield-
ers signal to the outfield that the pitch is being thrown; coaches communicate
to runners during a play; and fielders communicate the direction of throws and
location of runners. You have to convey adjustments to the game plan and strategy
between innings. All these communication skills are essential to softball, and you
must spend considerable time coordinating your system of communication.
Character Skills
Finally, character skills help shape the performance of the team. Although the
game has many variables, officials regulate it so that it is fair and as safe as pos-
sible within the rules. Softball athletes must play hard and aggressively, but they
also must stop at the call of the umpire. Failure to follow the rules results in outs
or runs scored, and both outcomes clearly affect the team’s performance. Softball
players also must avoid becoming distracted by any talking from the other team or
from the stands that might occur between plays. In all these cases, the team that
has the most character among its players will have the best chance for success.
Evaluation Tools
Softball coaches are beginning to use videotape of practices and games to evalu-
ate athletes’ performance of basic technical and tactical skills. Taping is useful
because so many players are participating at one time and watching each of them
on every play is difficult, if not impossible. The problem is compounded, espe-
cially on game days, because the players are a considerable distance away and you
cannot see from your position precisely what is happening in the outfield and the
infield at the same time. Videotape allows you to review reps in practice or plays
in a game repeatedly, enabling you to evaluate each player on each play. The tape
also becomes an excellent teaching tool in individual, group or team meetings
because the players can see themselves perform and listen to your evaluation of
their performance.
You can use many different systems to evaluate what you see on tape. The most
common system isn’t really a system at all—it is the subjective impression that
you get when you watch the tape, without taking notes or systematically evalu-
ating every player on every play. Because of limitations of time and staff, many
coaches use the tape in this manner, previewing the tape, gathering impressions
and then sharing those impressions with the player or players as they watch the
tape together later.
Other coaches systematically grade the tape, evaluating the athlete’s perfor-
mance on every play as to whether she executed the correct reaction, technique
and tactical decision. The grading process can be simple. For example, you can
simply give the athlete a plus or a minus on each play and score the total number
of plusses versus the total number of minuses for the game. Alternatively, you can
score the athlete on each aspect of the play, giving her a grade for her reaction, a
grade for her technique and a grade for her tactical decision making.
Regardless of the level of sophistication or detail of the grading instrument,
most coaches use a grading system of some kind for evaluating game tape. Most
grading systems are based on a play-by-play (or rep-by-rep in practices) analysis
of performance. Rarely does a coach systematically evaluate the technical and
tactical skills required for softball on a skill-by-skill basis.
Furthermore, when coaches evaluate a skill, they generally evaluate only the
result (did the outfielder catch the ball or not?), not the key elements that determine
the player’s ability to catch the ball (tracking the ball, glove position and so on).
Figure 2.1, a and b are examples of an evaluation tool that allows you to isolate
technical and tactical skills. By breaking down the whole skill into its component
parts, this tool enables a more objective assessment of an athlete’s performance
in a skill than can be produced by statistics. By using these figures and the tech-
nical and tactical skills described in parts II and III as a guide, you can create
an evaluation tool for each of the technical and tactical skills that you want to
evaluate during your season. In figure 2.1a, using the technical skill of throwing
as an example, we have broken down the skill by pulling out each of the key points
from the skills found in chapters 3 through 5 so that you can rate your players’
execution of the skill in specific targeted areas.
As you may already know, evaluating tactical skills is more difficult than evalu-
ating technical skills because many outside influences factor into how and when
the skill comes into play. But as a coach, you can evaluate your players’ execu-
tion of tactical skills using a format similar to the one that you used for assessing
technical skills. You will need to do the legwork of breaking down the skill into
targeted areas. In figure 2.1b we have used a generic format to show you how
you can break tactical skills down using the skills found in chapters 6 through 8
as a guideline.
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Figure 2.1a Throwing Technical Skill Evaluation

SKILL RATING
Weak Strong
1 2 3 4 5 Notes
Key focal points
Grip 1 2 3 4 5
Line of force 1 2 3 4 5
Initial shoulder and hip rotation 1 2 3 4 5
Weight transfer 1 2 3 4 5
Arm action 1 2 3 4 5
Wrist snap 1 2 3 4 5
Follow-through 1 2 3 4 5
From ASEP, 2009, Coaching softball technical and tactical skills (Champaign, IL: Human Kinetics).
Figure 2.1b Stealing a Base Tactical Skill Evaluation

SKILL RATING
Weak Strong
1 2 3 4 5 Notes
Player’s ability
Reads the situation 1 2 3 4 5
Understands rules and uses 1 2 3 4 5

them appropriately
Understands physical playing 1 2 3 4 5

conditions and reacts appro-
priately
Recognizes the skill level of 1 2 3 4 5

opponents and reacts appro-
priately
Recognizes own skill level and 1 2 3 4 5

reacts appropriately
Makes appropriate decisions 1 2 3 4 5

based on the game situation
This evaluation tool, and the process of scoring that it advocates, may help you
avoid the common pitfall of becoming preoccupied with the result of the skill and
coaching and evaluating only the final outcome. This tool will help you pinpoint
where errors are occurring and enable you to focus on correcting those errors
with your athletes.
The tool is admittedly somewhat subjective because it asks the evaluator to
rate on a scale of 1 to 5 how well the athlete executes the basic elements of each
technical or tactical skill. Ratings would simply be an opinion based on observa-
tion. But you can add some statistical weight to the process by scoring the player
on each play in which the skill came into use. For example, during a game, an
infielder might have six opportunities to field a ground ball. You could then score
the player on each of those six opportunities and calculate an average score. Most
coaches would simply grade the infielder on whether or not she fielded the ball
successfully, but this tool allows you to organize your evaluation of the elements
of fielding. You can pinpoint where the player is making mistakes by breaking
down the skill and analyzing the component parts.
Likewise, if a catcher who handles every pitch has five opportunities to block
a pitch in the dirt, you could use the evaluation tool to grade each of those five
plays on the tactical skill of recognition, speed of movement, correct positioning
and keeping the ball in front. This score would give both you and the catcher
an excellent evaluation of her ability to perform this tactical skill, regardless of
whether she successfully blocked the ball.
You must go beyond the result and focus your teaching on the cues and knowl-
edge needed to execute a specific skill, giving the athlete an evaluation that alerts
her to the key elements of the skills that need improvement. An important corollary
to this teaching and evaluation strategy is that even when the result is positive,
the evaluation of the athlete’s technique might be substantially critical.
For example, if the center fielder is working in a practice session on catching
the fly ball with two hands instead of one, you need to reinforce the key point of
using both hands, whether or not she catches the ball. If the fielder drops the ball
but uses both hands, you must be positive about her effort to use that technique
and avoid making comments about her dropping the ball. Likewise, if the fielder
catches the ball but uses one hand, you need to tell her that she is using an unac-
ceptable technique. You cannot give the fielder mixed messages; you must focus
on the process of catching with two hands, not the result, if you truly want the
fielder to catch the ball with two hands.
The importance, and the challenge, of learning to focus on the skills of the game
is graphically illustrated in many softball games. For example, assume that your
team is playing a home game at the beginning of the season. In the top of the first
inning your pitcher’s adrenaline is pumping and she is a bit nervous. The first
four pitches are too high, so the first batter walks. The next batter steps in, and
the first two pitches are also high. By now, the pitcher’s teammates and more than
a few parents are shouting advice: “Don’t walk her!” or “Get the ball down!” The
pitcher usually knows that she needs to throw strikes, and it is not her intention
to walk the hitter! The comments that she hears are not helpful and only add to
her anxiety. What the pitcher needs is some advice from the coach on how to get
the ball down—some instruction and refocusing on the key points of the technical
skill of pitching a softball.
The sample evaluation tool shown in figure 2.1, a and b constitutes a simple
way to use the details of each technical and tactical skill. It provides an outline
for both the player and you to review and a mechanism for understanding the
areas in which improvement is needed. The tool also can be used as a summary
exercise. After a game, after a week of practice or after a preseason or spring
practice segment, the athlete can score herself on all her essential technical
and tactical skills, including all the cues and focal points, and on as many of
the corollary skills as desired. You can also score the athlete and then compare
the two score sheets. The ensuing discussion will provide both the player and
you with a direction for future practices and drills, and help you decide where
the immediate focus of attention needs to be for the athlete to improve her
performance. You can repeat this process later, so that the athlete can look for
improvement in the areas in which she has been concentrating her workouts.
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As the process unfolds, a better consensus between the athlete’s score sheet and
your score sheet should occur.
You must display the identical mental skills that you ask your athletes to
demonstrate—skills such as emotional control, self-confidence and motivation to
achieve—because the players will mirror your mental outlook. Likewise, players
will model your character, in terms of your trustworthiness, fairness and ability to
earn respect. You are a role model, whether you want to be or not, and athletes will
develop the proper mental and character skills only if you display those skills.
You must evaluate athletes in many areas and in many ways. This process
of teaching, evaluating and motivating the athlete to improve her performance
defines the job of the coach: to take the athlete somewhere that she could not get
to by herself. Without you, the athlete would not have a clear direction of the steps
that she needs to take, or how she should proceed, to become a better player. You
provide the expertise, guidance and incentive for the athlete to make progress.
One final rule caps the discussion of evaluating athletes. Athletes in every sport
want to know how much you care before they care how much you know. You
need to keep in mind that at times you must suspend the process of teaching and
evaluating to deal with the athlete as a person. You must spend time with your
athletes discussing topics other than softball and their performance. You must
show each athlete that you have an interest and a concern for her as a person,
that you are willing to listen to her issues and that you are willing to assist her if
doing so is legal and she wishes to be helped. Events in the athlete’s personal life
can overshadow her athletic quests, and you must be sensitive to that reality.
Another reality is that athletes will play their best and their hardest for the
coach who cares. Their skills will improve, and their performance will improve,
because they want to reward the coach’s caring attitude for them with inspired
performance. They will finish their athletic careers for that coach having learned
a lifelong lesson that care and concern are as important as any skill in the game
of softball.
Part II
Teaching
Technical Skills
Now that you know how to teach and evaluate sport skills, you are ready to dive
into the specific skills necessary for success in softball. This part focuses on the
basic and intermediate skills necessary for your team’s success, including offen-
sive technical skills related to hitting, bunting, stealing and sliding and defensive
technical skills related to throwing, catching and the basics for various positions
and pitching variations.
Chapters 3 and 4 present the material in a way that is clear and easy to under-
stand so that you can immediately incorporate the information into your practices.
Whether you are a seasoned veteran or a new coach, you will find the presentation
of skills in this part helpful as you work with your athletes.
For each skill we first present what we call the “Key Points” for the particular
skill. These points highlight the most important aspects of the skill, providing you
and your players with a roadmap to proper execution of the skill. The remainder
of the presentation of the skill is a detailed explanation of these essential compo-
nents, including instructional photos and diagrams to guide you along the way.
At the end of each skill presentation we include a table to help you detect
common errors and correct them in your athletes. To close each skill presentation,
we include a useful “At a Glance” element to guide you to other tools in the book
that will help you teach your athletes this particular skill—whether it is another
technical skill that they need to be able to perform, a tactical skill that uses this
technical skill or a practice plan or drill that helps you teach the skill.
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chapter
3
Offensive
Technical Skills
This chapter will cover the offensive technical skills that you and your players
must know in order to be successful. In this chapter you will find:
Skill Page Number
Hitting 22
Sacrifice Bunt 28
Slap Hit and Hard Bunt 32
Squeeze Bunt 35
Running Slap 37
Baserunning 42
Bent-Leg Slide 47
Pop-Up Slide 49
Headfirst Slide 51
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Hitting
Key Points
H itting is arguably the most challenging and exciting
skill in the sport of softball. Physically it involves quick-
ness, strength and hand–eye coordination. Hitting requires
some amount of natural ability, but everyone can improve
mponents of
The most important co with practice. The mechanics of hitting occur in such close
hitting are timing that they all appear to happen at once; however, the
nce, better the timing of the sequence is, the better the result is.
• proper grip and sta The proper sequence of motion creates efficient strength
• stride, and quickness without extra motion and tension. The more
, and
• rotating into the swing the body moves unnecessarily, the greater the eye move-
ment is and the greater the chance is to swing and miss.
• controlling the bat.
Proper Grip and Stance

When preparing to hit, the batter grips the bat with her fingers, not deep in the palm.
The second line of the knuckles for both hands is lined up (see figure 3.1). With this
grip, the hands and wrists can snap the bat forward with sufficient bat speed during
contact. The hands are loose and hold the bat over the back shoulder at about ear level
(see figure 3.2).
In addition, the head and eyes should be as level as possible. The athlete should
be sure that she can see the ball with both eyes. The challenge in seeing the ball is to
recognize the pitch as a ball or strike as the ball approaches and as the body begins
the hitting motion. This is the do-or-don’t part of the sequence. To see the ball well, the
hitter must focus on the release point with both eyes. To accomplish this, the hitter
may have to rotate the head slightly more than she realizes to allow the back eye a full
view of the release point. The eyes can be trained to follow the ball and see small but
significant changes in pitches. But to begin, the hitter should just focus on the release
point and follow the ball as long as possible to the contact point.
Figure 3.1 Proper grip for Figure 3.2 Bat position

hitting. when preparing to hit.
22
When hitting, comfort and the ability to move are key, so the athlete’s stance is an
important aspect of this skill. In the batter’s box, the feet should be shoulder-width or
slightly wider apart. The weight is on the balls of the feet, and the knees are slightly bent
and positioned inside the feet for good balance. The feet should be positioned so that they
are parallel with each other (see figure 3.3a) or slightly pigeon toed (see figure 3.3b). For
most hitters, standing even with home plate in the batter’s box is sufficient to hit most
pitches. The hitter wants to be just close enough to the plate to hit the outside pitch.
A quick test is to have the hitter reach out with the bat, bend at the waist and tap the
outside edge of the plate. If the hitter can reach it, as she straightens up you will notice
that the sweet spot of the bat is still over the outside corner (see figure 3.4).
a b
Figure 3.3 Foot positioning for hitting: (a) parallel and
(b) pigeon toed.
Figure 3.4 Distance from the

plate for proper plate coverage.
(continued)
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Hitting (continued)
At some point before the initial stride into the swing, discussed in the next section,
the weight should be distributed with approximately 75 percent of the body weight
on the back foot and 25 percent on the front foot. During the swing, the weight shifts
forward. The hitter can either begin with the weight back or shift it back as the pitcher
begins her motion. Either way, the hitter needs to be back before going forward.
Stride
The stride is a linear shift that happens before rotation. It is a controlled forward move,
in the direction of the pitcher, that helps the hitter transfer her weight during the swing,
letting her drive the ball farther. A good stride is one that is long enough to balance the
force of the swing and still allows weight transfer and proper rotation.
When striding, the shoulders should be level and knees evenly bent. The upper body
and hips are as quiet as possible until the rotation and actual swing phase. The stride
foot, which is the front foot (left foot for right-handed batters and right foot for left-
handed batters) touches the ground with a toe touch first (see figure 3.5a), followed
by a heel plant (see figure 3.5b), ensuring that the foot and knee remain in a closed
position. On the heel plant the weight should be shifted back to center (the transfer of
weight will continue forward as the body finishes the swing, as discussed in the next
section, “Rotating Into the Swing”). If the stride is too long, the athlete will be unable
to transfer her weight correctly, which will end up slowing down the swing. Note that
a no-stride method is acceptable, although using this technique makes the transfer of
weight more difficult.
a b
Figure 3.5 Stride: (a) toe touch and (b) heel plant.
24
Rotating Into the Swing
After the stride-foot heel plant, as discussed in the previous section, the hands start for-
ward, immediately followed by the rotation of the back hip so that the chest is facing
the contact point (see figure 3.6). These movements almost appear to occur together, but
they’re independent of each other. The body continues to shift the weight forward onto the
ball or toe of the back foot, and the heel lifts. The foot may even come off the ground.
The extent of rotation on contact differs depending on the type of pitch. For example,
if the pitch is an inside pitch, the body rotates farther than it would for an outside
pitch. The rotation is complete when the arms wrap around the body after reaching
full extension forward (see figure 3.7)
Figure 3.6 Rotation into Figure 3.7 Completing the

the swing. rotation.
Controlling the Bat

The hands move on a short track from their initial starting position over the back
shoulder, as shown previously in figure 3.5a, to the center of the body, as shown pre-
viously in figure 3.5b. The distance the hands are held from the body stays the same
whether the pitch is inside or outside; only the contact point and amount of rota-
tion must be adjusted when preparing to swing. The barrel of the bat is held above
the hands and tipped slightly back (see figure 3.8a). If the bat is held too flat, it will
feel heavy, causing the wrists and hands to tighten the grip, creating a slow snap of
the bat. Athletes should be taught to keep the barrel of the bat above the hands for
as long as they can before contact. The back elbow then moves in toward the back
hip as the hands move to the center of the body (see figure 3.8b). When the hands
(continued)
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Hitting (continued)
reach the center of the body, the wrist snaps, throwing the
bat head forward, putting it on a level plane with the ball.
At a Glance Timing varies with the location of the pitch and its speed,
of the tex t off er but proper timing should have the batter in midsnap at
The following parts g.
on on hit tin contact (see figure 3.8c). Releasing or snapping the wrists
additional informati
too early (back by the shoulder) will result in a long, loopy
28
swing and a loss of power and control.
Sa cri fice Bu nt On contact, the elbows are bent, the top hand (this would
32 be the right hand if the athlete is right-handed) should be
Slap Hit and Hard Bunt
35
in a palm-up position and the bottom hand should be in a
Squeeze Bunt palm-down position. After contact, the elbows extend (see
37 figure 3.8d), creating power and keeping the bat on the
Running Slap
13 0 path of the ball as long as possible so that the hitter has a
Playing the Short Game greater chance of making contact.
Once the hitter has extended the arms fully after contact,
the swing will continue into the follow-through with the
wrists beginning to roll and the bat wrapping around the back of the hitter.
Rolling the wrists too early creates a very weak hand position on contact and should
only be done after full extension of the arms. When the bat wraps around the hitter
on the follow-through, some hitters prefer to release the top hand from the bat, while
others keep both hands gripping the bat. Either method is correct, but if the hitter
releases the top hand, it shouldn’t be done until the wrists begin to roll in the follow-
through. If the hitter releases the top hand any sooner than that, it becomes too easy
for the hitter to release the bat during contact. Releasing the hand is comfortable for
some hitters and helps them feel as if they can lengthen through the ball, creating more
power. Again, the key is to not release the hand until after contact and full extension.
a b
Figure 3.8 Upper-body movement on the swing.
26
c d
Figure 3.8 (continued)
Common Errors
Following are several common errors that you might run into when teaching your athletes
how to hit.
Error Error Correction

The grip is too tight, causing Teach athletes to place the bat in the fingers, not the palm. Also,
weak contact with the ball. ensure that players choose a bat of appropriate weight; if the bat
is too heavy, players will grip it too tightly to control it.
The hitter rotates during the Teach athletes to keep the knees, hips and shoulders linear until
stride phase, causing her to the heel plant of the stride foot.
pull off the ball.
The hitter swings under the Be sure that the bat is not too heavy to control. Athletes should
ball. focus on getting the bat on an even plane with the ball and
moving through the ball after contact.
The hitter pops up. Pop-ups typically occur when the athlete does not transfer the
weight during the swing and sits back on the leg during rotation.
Teach players to transfer the weight through the swing with a bal-
anced stance and level shoulders and hips.
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Sacrifice Bunt
Key Points
T he main purpose of the sacrifice bunt is to advance
a runner on base into a scoring position by sacrific-
ing an out by the batter. But advancing runners isn’t the
only purpose of the sacrifice bunt. It can also be used in
mponents of
The most important co other offensive strategies because a team with an effective
the sacrifice bunt are short game puts pressure on the defense and increases
the team’s chances to score. Outstanding hitters might
• proper stance, overlook the need to learn how to bunt, but teams that
gle,
• bat position and an win championships move hitters into scoring position
bat, and
• hand position on the successfully. A great hitter with a batting average of .400
• contacting the ball. is less likely to advance a runner than a great bunter,
who will advance a runner with a bunt approximately
80 percent of the time.
Proper Stance
The batter initially positions in the stance learned previously in “Hitting” on page 22.
The feet are shoulder-width or slightly wider apart, the weight is on the balls of the
feet and the knees are slightly bent and positioned inside the feet for good balance.
The feet should be positioned so that they are parallel with each other or slightly
pigeon toed. When preparing to sacrifice bunt, a bunter can take either of two posi-
tions in the box, depending on her comfort and more important on the chances for
success. The first position, called tandem, is simply a pivot of the feet so that they
are front and back in the box, not square to the pitcher (see figure 3.9a). The second
is a movement of the feet to a side-to-side position (see figure 3.9b). In both cases,
the knees are flexed, moving the bunter’s eyes lower and closer to the strike zone,
a b
Figure 3.9 Stances for the sacrifice bunt: (a) tandem and (b)
side to side.
28
and the upper body leans forward. The batter must learn to hold the initial hitting
stance as long as possible. Moving into the sacrifice bunt stance early will tip off
the defense and give them time to set up for the bunt. On the other hand, the batter
should not be too late with the move because she needs to be set by the time she
needs to contact the ball.
In addition, note that the farther up in the box the bunter moves, the better the angle
is to keep the ball fair. The batter has a lot more room for error if she is positioned
near the front of the box.
Bat Position and Angle

Initially, the batter should always hold the bat out in front of the body and at the top of the
strike zone. The bat head should always be pointing forward. A slight angle of the bat (bat
head above the hands) helps the bunter keep from dropping the bat head and popping the
ball up (see figure 3.10). When preparing to contact the ball, the bunter should extend the
hands forward to begin, which will help her see the ball hit the bat (see figure 3.11).
Figure 3.10 Initial bat position Figure 3.11 Holding the bat
for a sacrifice bunt. out from the body when con-
tacting the ball.
Hand Position on the Bat

Hand position on the bat for the sacrifice bunt is extremely important because it deter-
mines the bunter’s control of the bat. The bat should be shortened by choking up with
one hand. The bottom hand is on the knob of the bat, and the top hand is halfway up
the bat (see figure 3.12a). Alternatively, the player can move both hands up the bat (see
figure 3.12b). The bunter will have much more control of the bat if the hands are split
a few inches because both hands are used equally in pushing the ball. In addition, the
fingers of the top hand should be positioned to the sides and back of the bat, not on
the front, so that the ball doesn’t hit them.
(continued)
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Sacrifice Bunt (continued)
a b
Figure 3.12 Choking up on the bat for the sacrifice bunt: (a) one hand or
(b) two hands.
Contacting the Ball

Contact with the ball for a bunter is more of a “catch and drop” action than it is a gentle
tap, which many assume. The bunter should get the bat on plane with the ball as early
as possible. When the ball makes contact with the bat, the bunter gives slightly with
both hands to cushion the speed of the ball. To increase the chances that the bunt will
be fair, the bunter should give with the ball on contact so that the bat moves to square
(see figure 3.13a) and does not angle back (see figure 3.13b).
a b
Figure 3.13 Moving the bat on contact: (a) correct and (b)
incorrect.
30
Another way to take some power away from the ball
coming off the bat is to use the end of the bat more than At a Glance
the sweet spot because the end of the bat is less responsive
to the ball. The sweet spot is the area in the middle of the The following parts of
the text offer
barrel of the bat that has the most rebound. When a ball additional information on
the sacrifice
hits the sweet spot of the bat it will bounce farther and bunt.
faster than it would if it hits the end of the bat. The bunter
should make every effort to make contact with a pitched Hitting
ball on a bunt. But to keep the ball from going too far into 22
the infield, the bunter should make contact toward the end Slap Hit and Hard Bunt
32
of the bat. Achieving this goal comes largely from hand– Squeeze Bunt
eye coordination, but choking up on the bat can help the 35
batter feel the location better. As a coach, you can place Running Slap
37
tape on the end of the bat during batting practice to help Playing the Short Game
the bunter learn where this area is. 130
Protecting the Runner
on 141
a Steal
Aggressive Baserunnin
g 149
Situational Hitting
162
Common Errors
how to sacrifice bunt.
The bunt goes foul. Check the bat head on setup. It should be slightly forward. If only the
top hand gives, the bat head will drop back behind the hands and the
player is likely to bunt the ball foul.
The bunter often misses the ball. The initial setup is usually the key. First, be sure that the bunter is bent
down closer to the strike zone. To see the ball well, the eyes need to
be right over the top of the bat and the bat should be extended for-
ward out in front of the body.
The bunt is too hard. A hard bunt usually occurs because the bat is still moving for-
ward on contact or the bunter is punching at the ball instead of
using a catch-and-drop action. Work with the athlete so that she
gets the bat forward and still, on plane, and then gives slightly
with both hands.
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Key Points
T he slap hit and hard bunt are deceptive hits that are
hit slightly harder than a bunt. The batter pushes or
punches the ball just past the defensive players who are
coming in to field what they think is going to be a bunt.
mponents of
The most important co Both hits are effective against a team that is overaggres-
bu nt are
the slap hit and hard sive or that charges out of control to field bunts. Know-
ing that, when using either the slap hit or hard bunt,
• proper stance, the batter should try to look as if she is going to bunt
bat, and
• hand position on the for as long as possible, drawing the defense as close as
• contacting the ball. she can.
Proper Stance
Because the hitter is trying to be deceptive and fool the defense into thinking that she
is bunting, the stance for the slap hit or hard bunt needs to be identical to that of the
sacrifice bunt. Again, the bunter should be positioned toward the front of the batter’s
box. A bunter can take two common positions in the box—a simple pivot of the feet so
that they are tandem or a movement of the feet to a side-by-side position, as shown in
figure 3.9 on page 28. For the slap hit, the shoulders should be square to the pitcher.
No rotation is necessary, so they should stay that way throughout the skill. This isn’t
a powerful hit; the batter should use just enough force so that the ball is too quick for
the defense.
Hand Position on the Bat

Hand position on the bat should be the same as the initial setup for the sacrifice bunt.
For the hard bunt, the batter should shorten up the bat by choking up with one hand.
The bottom hand is on the knob of the bat, and the top hand is halfway up the bat.
For the slap hit, the batter should shorten up by choking up with two hands so that
both hands move up the bat (see figure 3.12 on page 30). The bunter will have much
more control of the bat if the hands are split a few inches because both hands are used
equally in pushing the ball. The motion on contact, however, depends on the location
of the hands on the bat, as discussed in the next section.
Contacting the Ball

For the hard bunt, the batter chokes up on the bat with one hand, before the pitcher
releases the ball, and sets the angle of the bat in the direction that she wants the ball
to go. For example, if the bat had eyes on it, the eyes would be looking in the desired
direction. Anticipating contact, the hitter takes a slight step forward, shifting her weight
forward (see figure 3.14a) and extending her arms through the ball (see figure 3.14b).
This action is a smooth glide and extension through contact, not a jerky punch. The
bunter wants to contact the ball during the move, not after reaching full extension.
The bunter’s grip on the bat becomes firm on contact, creating a quick, solid punch
when meeting the ball.
32
a b
Figure 3.14 Contacting the ball when choking up with one hand.
For the slap hit, the bunter chokes up on the bat with two hands. The top-hand wrist
needs to be more active than the bottom. The bunter sets up as if she will bunt, but as
the ball approaches, she pulls the bat head back very slightly with the top hand. The
shoulders stay square to the pitcher (see figure 3.15a). The hands are firm on contact
using a tight palm-up, palm-down grip. The wrist of the top hand snaps and punches
the ball at contact as if hitting it with a hammer (see figure 3.15b). Many hitters shift
their weight slightly forward during contact to create a little more power, but a hitter
can produce sufficient power by using just the hands. Teach hitters that the smaller
the move is, the more control they have in directing the ball. The key to controlling
the direction of the ball is controlling the wrist snap. The bat head should snap to the
angle where the hitter wants the ball to go and not move beyond.
a b
Figure 3.15 Contacting the ball when choking up on the bat with
two hands.
(continued)
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Slap Hit and Hard Bunt (continued)
In addition, athletes may use different methods to direct

the ball to the right side or the left. For example, they may
At a Glance choose to hard bunt to one side but slap to the other. The key
the text offer
The following parts of is fooling the defense and contacting the ball correctly.
on the slap
additional information
hit and hard bunt.
22
Hitting
28
Sacrifice Bunt
35
Squeeze Bunt
37
Running Slap
130
Playing the Short Game
on 141
a Steal
g 149
162
Situational Hitting
Common Errors
how to slap hit and hard bunt.
There is no force behind Most likely the snap or push was too early. Be sure that the timing
the ball. has the bat still moving on contact.
The ball goes right to a The bat needs to be angled at the alleys on contact.
fielder.
The bunter misses the ball. Too much movement is occurring. Work with the athlete to keep the
eyes steady with a small move of the hands.
The bunter pops up. Check to make sure that the player starts the bat at the top of the
strike zone and that hand position on contact is palm up, palm
down.
34
Squeeze Bunt
A correctly executed squeeze bunt almost guarantees that

a runner on third will score. This offensive tactic is also
called a suicide squeeze because it is an all-out gamble by Key Points
the offense, risking the runner at third. The squeeze bunt
The most important co
is different from the sacrifice bunt in timing and purpose, mponents of
the squeeze bunt are
although the technique is the same. In a squeeze bunt the
hitter squares to bunt later than she does for a sacrifice • proper stance,
to add an element of surprise. Meanwhile, the runner on • timing of the stance,
third leaves the base in an all-out sprint home with no
hesitation, timed with the pitcher’s release of the ball. The • location in the box,
and
bunter’s role here is to bunt any ball, whether a strike or • angle of the bat.
a ball. If the hitter misses the ball or doesn’t at least foul
it off, the runner will be caught far off base and will most
likely be tagged out. If the ball is bunted fair, however, the
runner generally beats the toss home and scores. If the pitch is difficult to bunt fair,
the hitter should at least foul the ball off to protect the runner from being caught and
thrown out.
A variation of the suicide squeeze is the safety squeeze. The difference between them
is the timing of the runner’s commitment to running home. On a suicide squeeze the
runner leaves on the pitched ball, whereas on a safety squeeze the runner waits until
the fielder picks up the ball to throw to first and then runs home. The safety squeeze
is a great tool if the fielders don’t throw well or if you are not sure about your team’s
ability to bunt. With either type of squeeze, suicide or safety, the element of surprise
puts pressure on the defense, creating a high-percentage scoring attack. If the oppos-
ing pitcher is difficult to hit, a bunt might help you manufacture a run. If a pitcher is
difficult to hit, however, she may be difficult to bunt as well. As a coach, you will have
to choose the play that you think has the highest percentage of success.
Proper Stance
The batter will initially position in the stance learned previously in “Hitting” on page 22.
The feet are shoulder-width or slightly wider apart, the weight is on the balls of the feet
and the knees are slightly bent and positioned inside the feet for good balance. The feet
should be positioned so that they are parallel with each other or slightly pigeon toed.
When preparing to squeeze bunt, a bunter can take two positions in the box, depend-
ing on her comfort and more important on the chances for success. The first position,
called tandem, is simply a pivot of the feet so that they are front and back in the box,
not square to the pitcher. The second is a movement of the feet to a side-to-side position
(see figure 3.9b on page 28). In both cases, the knees are flexed, moving the bunter’s
eyes lower and closer to the strike zone, and the upper body leans forward.
Timing of the Stance

The bunter needs to wait until the last minute so that she can square around and use her
preferred bunting style. Because the purpose is to surprise the defense, most successful
squeeze bunters wait until the ball has left the pitcher’s hand. If the opposing pitcher
throws extremely hard, the hitter has less time to be set and not moving. Therefore,
(continued)
35
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Squeeze Bunt (continued)
she needs to start squaring up as the pitcher’s arm is moving

down toward the release. If the pitcher throws more slowly,
At a Glance the bunter can wait until the ball is much closer. The key
the text offer is to be set and not moving the bat forward as close to the
The following parts of
the squeeze actual contact time as possible.
additional information on
bunt.
22 Location in the Box

Hitting
28 Because the ball must be bunted fair, the bunter should
Sacrifice Bunt
32 move up in the box as shown in figure 3.9 on page 28 of
Slap Hit and Hard Bunt “Sacrifice Bunt.” But if moving up early alerts the defense,
37 the bunter should stay in a position in the box that she
Running Slap
130 typically hits from and make an effort to shift her weight
Playing the Short Game and the bat forward when she squares around to get the
on 141
Protecting the Runner best angle to bunt fair.
a Steal
g 149
Situational Hitting
162 Contacting the Ball
Because a pop-up would be disastrous, the bunter may
choose to angle the bat head slightly higher and more
forward more than she does on a sacrifice bunt to help
her put a downward angle on the ball. But if altering the bat angle causes the bunter
to move the bat too much on contact, thus making it difficult to bunt the ball fair, the
angle is pointless. A bunter may choose to adjust the angle if it helps, but many players
don’t need to change anything from their sacrifice bunt technique with the exception
of timing.
Common Errors
how to squeeze bunt.
The bunt is too hard. A hard bunt usually occurs because the bat is still moving forward
and not stationary before contact.
The bunter misses the ball Quick movement can prevent the player from getting to the proper
on the bunt. bunting position. Be sure that the bat is at the top of the strike zone
and out in front where the hitter can see the ball make contact with
the bat.
The bunter cues the Because this is a possible hitting situation, the hitter should keep
defense. the corners back from the plate by going through the same routine
that she would use before swinging away. The hitter should call no
attention to the play.
36
Running Slap
A hitter executes a running slap by running forward

before contacting the ball. The hitter can be either
right-handed or left-handed, but this technique is done Key Points
exclusively from the left side of the batter’s box. The run-
ning slap adds pressure to the defense because the batter mponents of
the running slap are
essentially has a running start. The defense will need to
be perfect in their execution and extremely quick to get • proper footwork,
the batter out. • hip and shoulder ro
Because the running slap is a speed-based skill, only tation,
athletes who have an average speed from home to first • co nta cti ng the ball, and
under 3.0 seconds should learn it (timing is measured from • slapper options.
contact of the ball with the bat to contact at first base).
A good time is around 2.8, but if you have a slapper who
approaches 2.6 or lower, you have something special. A
player with this kind of speed will be extremely hard for the defense to get out. Having
a strong running slapper or two on your team can put a lot of pressure on any defense.
The best candidates are athletes who may not be your best hitters but have this kind
of speed. After they have mastered the running slap, they can add other skills such as
bunting, hard bunts and even swinging away.
Proper Footwork
A slap hitter needs to set up in the box to allow for a
comfortable first step forward. By positioning herself
so that it looks as if she is going to swing away, she can
deceive the defense (see figure 3.16). Some slap hitters,
however, like to position farther back in the box or far-
ther away from the plate. The key is to set up so that the
stride forward lands as close to the front corner of the
batter’s box as possible without stepping out.
While learning the footwork for the running slap,
timing will be difficult at first, but it will become easier
with practice. The first key to timing the steps is to be
sure to start soon enough to enable the left foot to be
planted at the front of the box before contact is made.
If the foot is still in the process of stepping forward,
the slapper isn’t as stable and able to make last-second
adjustments with the body. The second key to timing is
to be sure the slapper doesn’t start too soon and have to
Figure 3.16 Positioning
stop momentum once the left foot has been planted. Cor-
in the batter’s box for a
rect timing for the running slap means players will have
slap hit.
the left foot planted and the body still moving smoothly
forward on contact.
(continued)
37
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Running Slap (continued)
a b
Figure 3.17 Initial footwork for a slap hit.
Figure 3.18 Crossover step for

the running slap.
38
To begin the running slap, the slapper first slides the front foot back while opening
the toe toward the pitcher (see figure 3.17a) or simply shifts the weight completely
to the front foot while opening the toe (see figure 3.17b). The next step is typically a
crossover step so that the left foot lands as close
to the front inside corner of the box as possible
(see figure 3.18). The upper body stays slightly
forward of the hips as the weight shifts during
the crossover step and then moves forward into
the contact phase. If the shoulders are too far
back, the slapper will probably not be able to hit
the top of the ball and drive it into the ground
(see the next section, “Hip and Shoulder Rota-
tion,” for more information).
Hip and Shoulder Rotation

As the slap hitter moves forward to make con-
tact during the crossover step, the hips rotate
open toward the pitcher, allowing the slap hitter
to move forward easily (see figure 3.19). The
shoulders need to stay closed or square to the
plate, meaning that the front shoulder points
toward the pitcher, so that the slapper can still Figure 3.19 Hip and shoulder
reach an outside pitch. This action will feel rotation for the slap hit.
slightly unnatural because the hips are open,
but when players feel the correct motion they
can easily master it. Because the motion is
linear and not rotational, the upper torso doesn’t need to
turn to hit the pitch unless it is a good inside pitch. The At a Glance
shoulders then rotate just enough to allow the hands to get
inside the ball. the text offer
additional information on
the running
slap.
Contacting the Ball
Hitting
22
The swing and contact for the running slap is different Sacrifice Bunt
from a full swing in several ways. The most significant is 28
that any power (which should be minimal) comes from Slap Hit and Hard Bunt
32
the forward movement of the body and a quick, slight
Squeeze Bunt
flick of the wrists on contact. To do this successfully, the 35
player moves the hands forward to make contact by get- Playing the Short Game
130
ting inside the ball so that the meat of the bat can contact
the ball. The hitter must keep the hands up while moving on 141
a Steal
forward so that she can contact the top of the ball and
hit it into the ground. The swing then continues out, or Aggressive Baserunnin
g 149
forward, and doesn’t pull or rotate around the body (see Situational Hitting
figure 3.20, a–c). 162
(continued)
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Running Slap (continued)
a b
c
Figure 3.20 Contacting the ball for a slap hit.
It’s easy for an inexperienced slapper to try to put more punch behind her swing. That
often causes her to over rotate the torso and lose ability to hit the ball where she desires.
Once the player’s technique is perfected, the ability to hit the ball effectively and with
the correct power will be a result of timing, forward momentum and wrist snap.
40
Common Errors
the running slap.
Balance is too upright or Have the slapper get into the position that she should be in on con-
back on contact. tact. The left foot should be forward and the player should lean slightly
forward. Using either a toss or a tee, have the slapper hit the ball
without moving. Balance should remain constant. After the player has
mastered balance in a stationary position, she can begin with a slow
forward movement to contact the ball until it becomes routine for her to
be in balance. Eventually, progress the process to game speed.
The shoulders rotate in Place a ball on a tee low and outside. Work with the athlete to keep
an attempt to help hit the the shoulder pointed toward the tee until just before contact.
ball.
The ball is bunted too Make sure that the left foot is down and the bat has stopped forward
hard. movement just before contact. Hands should be gentle on contact,
not hard.
The ball is constantly The slapper should keep the bat head forward of the hands until con-
bunted foul. tact. A slight give with the bat on contact will bring it back to square
and not angled toward foul territory.
41
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Baserunning
Key Points
T eams whose players run the bases aggressively
keep their opponents on edge and create pres-
sure that causes errors and hurried, out-of-sync
performance. Every player can be a threat on the
mponents of
The most important co bases. Correct running technique can improve
baserunning are any player’s speed, but unless players master the
to first, finer points of baserunning, speed alone won’t be
• running from home a threat. By being aware of what is happening in
an extra-
• running pattern for the moment, knowing where the ball is at all times,
base hit, reacting quickly and having proper technique,
• leading off, players will gain the confidence that they need to
ff, and be effective.
• direction of the leado
lls.
• tagging up on fly ba
Running From Home to First

The first key to baserunning is getting out of the box. These first few steps are often
the most passive steps that a runner takes, yet those steps often determine how far a
runner can advance or how fast she reaches any base. To keep it simple, short steps
and a forward lean will help the runner get out of the box faster than longer strides
will (see figure 3.21). As the runner gains speed, the stride will lengthen and the player
will become more upright. Unless the ball is hit or bunted very close to home plate, the
runner should run directly down the line toward first base. Runners have a tendency to
start on the inside of the line, but running on a natural path to the outside is important.
If a player is inside the line and is hit by a thrown ball, she will be out. If the player is
outside the line and is hit, the ball is considered live and play continues.
The runner should maintain speed through first
base and make sure to touch it as she passes it. The
runner should get into the habit of glancing quickly
to the right into foul territory after touching the base
so that she can see whether the ball was overthrown.
If she sees it immediately, she has a much greater
chance of being able to advance. If she always waits
for the first-base coach to tell her about an over-
thrown ball, her reaction will be much slower and she
won’t be able to take advantage of an overthrow as
often. After passing the base, the runner should slow
down, stay right on the foul line and turn toward the
infield when turning around to return to first. This
technique allows her to see the infield and keep an
eye on what the fielders are doing. Many outstand-
ing base runners take their time returning to first,
all the while watching the defense. If the defense
vacates second base and isn’t paying attention, the
Figure 3.21 Getting out of base runner may be able to steal second as long as
the box. she hasn’t completely returned to first. If she has
reached first on the return, she can’t advance.
42
Running Pattern for an Extra-Base Hit
After a hit ball has cleared the infield and it is apparent that the hitter has hit at least
a single and possibly more, the running lane to first changes. The runner rounds first
base and heads toward second base in the quickest and most efficient manner possible.
Whether the runner advances to second or third depends on the defense and the depth
of the ball, but the runner should always be ready to go farther if possible. Therefore,
rounding first puts the runner in a position to take advantage of a bobble or a poor
throw by an outfielder.
When rounding first, the running
path should be as tight a circle as
possible (see figure 3.22). A few feet
after the hitter has gotten out of the
box, she should run in a straight
line to foul territory to begin the
tight circle. If she continues in a
straight line down the foul line,
she will end up running in a large
circle from first to second, taking
Figure 3.22 Running pattern for rounding
more time to reach second base.
the bases.
To round first correctly, the runner
E4408/ASEP/3.22/312495/JenG/R1
swings out to foul territory early,
touches first base and uses it to push herself toward second. The rule of thumb is to go
as far as the defense allows. The runner rounds as far as she can without risking being
picked off at first and then watches carefully to see whether she can possibly advance
to second. She should take advantage of any hesitation or bobble. Not being in the
right position or not paying attention might mean the difference between remaining
at first and advancing to scoring position at second.
Leading Off
A runner can accomplish several objectives with a leadoff. First, the rule in softball
states that the runner can’t leave the base until the ball leaves the pitcher’s hand. A
good base runner tries to make that timing exact. The runner also wants to be able
to create momentum toward the base and at the same time be in control of her body
weight. The runner uses a slightly different lead at each base, but all of them require
either a conventional start or a rocker start. The start that a runner uses depends on
which one she can master, which is more comfortable and which is quicker.
For the conventional start, the runner’s back foot is on the base (see figure 3.23a).
The move is a shifting of weight from the back foot to the front foot. Almost simultane-
ously, the back foot quickly drives forward, leaving the base at the same time that the
pitcher releases the ball (see figure 3.23b). The conventional start has the advantage of
being easier to time because the first move happens at the same time that the back foot
leaves the base. The disadvantage is that the conventional start doesn’t produce much
momentum because it is a still start. The rocker start uses momentum to produce a
quicker start, resulting in a faster time from base to base. Remember, however, that if
the runner’s timing is late with the rocker start, the advantage is negated.
(continued)
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Baserunning (continued)
a b
Figure 3.23 Conventional start.
For the rocker start, the runner begins with the front foot on the front edge of the
base (see figure 3.24a). The side of the base on which the runner begins the rocker
start depends on which foot is forward (if it is the right foot, the runner will be on
the side of the base closer to the infield, and if it is the left foot, the runner will be
on the side of the base closer to the outfield). The runner uses the base as a starting
block and pushes off as the back foot moves forward (see figure 3.24b). The back foot
doesn’t move over the top of the base because doing so can interfere with the motion.
Instead, the back foot moves along the side. The advantage of the rocker start is that
it produces momentum because it is a moving start instead of a still start. Be aware,
though, that the timing of the first move will need to be earlier in the pitcher’s motion
than it is with the conventional start. Still, the runner cannot leave the base until the
ball leaves the pitcher’s hand.
a b
Figure 3.24 Rocker start.
44
Direction of the Leadoff
When leading off using either of the starts discussed in the previous section, the hips
should be pointing toward the base that the runner is running to when the ball crosses
the plate, so that if the ball is hit, the runner is already in position to advance as quickly
as possible. The steps should be small to aid in control of body weight in case the
runner needs to return quickly. If the runner leads off too hard and can’t control her
movement forward or back, she becomes an easy target to be picked off.
When the runner is at first base, the leadoff is directly toward second. The first few
steps are short, quick and aggressive so that it looks as if the runner may be attempting
to steal. The runner then slows slightly while still facing second when the ball crosses
the plate. Immediately after the catcher catches the ball, the runner squares to the
infield, reads the situation and returns to first.
When the runner is at second base and a runner is also at first, making it a force
situation at third, the lead is much like the lead at first, but it can be slightly longer
because the pickoff throw is longer. But when no runner is at first and a force situa-
tion is not present, the most effective lead angles toward the shortstop and initiates
the tightest circle possible to reach home. On a base hit, the runner has a good jump
on the path to score.
When the runner is at third base, the path on the lead should be angled out toward
foul territory. Any hit ball that contacts the runner in fair territory results in an auto-
matic out, so the runner should be in foul territory because reaction time is limited
at third base. The mechanics are similar to first-base mechanics in that the hips are
square to the plate when the pitch crosses, and a controlled movement forward should
occur. The runner should consider a rolling, or slower, movement at the beginning of
the lead at third and increase the speed as the ball crosses the plate. Again, control
of body weight is necessary to put the base runner in the best position to score on a
slow-rolling ground ball to the middle infield. Reaction time is increased because the
runner is already moving toward the plate and not trying to return instantly to third.
The runner should have the mind-set of always thinking about scoring and not just
getting back to third. Still, the runner must control her body weight and not be caught
with momentum out of control toward home.
Tagging Up on Fly Balls

The key points to advancing on a fly ball are knowing which balls to advance on,
having the right technique and knowing the rules about when the runner can leave.
When a fly ball is hit, the runner, with the help of the base coach, needs to determine
whether the ball is deep enough for her to beat the throw from the outfielder to the
base that she is trying to advance to. The key factors are the speed of the runner,
the depth of the fly ball and the strength of the outfielder’s arm. If the runner or
coach determines that advancing on a tag isn’t possible, the runner should go as
far toward the forward base as she can without risking being put out with a throw
after the catch. If the outfielder drops the ball, the runner can then advance. If the
outfielder catches the ball, the runner can safely return.
(continued)
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Baserunning (continued)
If the runner or coach determines that a tag is possible, the

runner returns to the base quickly after the leadoff, assumes
At a Glance a conventional start position and watches the outfielder
the text offer catching the ball. The runner can time when to leave the
n on ba se base much better by watching the ball approach the fielder
ad di tio na l inf or ma tio
than she can by anticipating a coach’s telling her when to
running.
go. The important thing to remember is that the runner
can leave the base as soon as the ball has been touched or
47
Bent-Leg Slide hits the ground. The ball doesn’t need to be caught. If the
49 outfielder bobbles the ball, the runner doesn’t need to wait
Pop-Up Slide
51
for the fielder to control or catch the ball.
Headfirst Slide
136
Stealing a Base
145
First-and-Third Situation
g 149
153
Approaching Home
157
Hit and Run
186
Pickoffs
191
Rundowns
Common Errors
how to run the bases.
The runner runs in a large The circle route usually results from running directly to first base
circle for extra-base hits. and not moving out into foul territory soon enough. Teach athletes
the desired path by placing cones along the path until they learn it.
The runner is slow getting Emphasize short steps and body lean.
out of the box.
The runner leaves the base Have one coach blow a whistle when the runner’s foot leaves the
too early or too late. base and another blow a second whistle when the ball leaves the
pitcher’s hand. Repetitions will help the runner hear and adjust to
the correct time.
The runner is out of control Emphasize a controlled creep in the leadoff after the first short
and easily picked off. steps.
46
Bent-Leg Slide
T he bent-leg slide is typically the first slide that players

learn because it is the most commonly used and leads
up to the pop-up slide. Players most often use the bent-leg Key Points
slide in an attempt to avoid tags and reach the base safely
or to break up double plays. Players may also use a bent-leg mponents
of the bent-leg slide ar
slide on close plays when they need to stop forward motion e
on the base quickly without slowing down. A good rule of • timing and distance
thumb is to slide when in doubt. ,
• leg positioning, and
Although sliding is a skill that intimidates some soft-
ball players, sliding with the correct technique limits the • contacting the grou
nd .
abrasions and injuries provoked by sliding without proper
technique. Most sliding injuries occur because of players’
hesitation after they begin the sliding motion. When this
happens the skill breaks down.
Timing and Distance

When first learning the bent-leg slide, players must understand that if their timing is
too late, they increase their chances of injury by jamming into the base. Players should
start the slide at a distance from the base of roughly their body length plus a few extra
feet. As a coach, you can mark that spot in practice until the athlete has gone through
enough repetitions to know the correct distance.
Leg Positioning
When beginning the bent-leg slide, the player’s front leg At a Glance
and foot will thrust out and the knee will be slightly bent to The following parts of
absorb the impact with the base. The front leg is typically the text offer
the leg that is in front when the person sits cross-legged. The on the bent-
leg slide.
front leg is different for each player, but in most cases it is
the left leg. If a player happens to use the right leg, however,
there is no need to change it. Comfort for the player is most Baserunning
42
important. When the leg is thrust out, the foot must not Pop-Up Slide
touch the ground until it reaches the base. 49
The bent leg for the bent-leg slide is typically the right Headfirst Slide
51
leg (or the leg opposite the thrust leg), and it bends under Stealing a Base
the knee of the thrust leg. The first impact with the 136
ground generally takes place on the side of the bent leg. Aggressive Baserunnin
g 149
Protecting this part of the leg with some form of padding Approaching Home
is recommended. See figure 3.25 for an example of the 153
bent-leg slide.
(continued)
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Bent-Leg Slide (continued)
Contacting the Ground

Immediately after the initial contact with the ground by the bent leg, the player should
roll back, going from the leg, to the hip, to the back. This laying out of the body in
the slide will distribute the weight and keep one spot from taking all the pressure, as
shown in figure 3.25, a and b. In addition, your players should not use their hands to
try to ease impact. The hands don’t touch the ground to initiate the slide. Instead, they
are up and off the ground. As the weight goes back, the arms and hands reach back to
help the weight roll back, as shown in figure 3.25c. The chin and head are tucked into
the chest so that the player doesn’t hit her head on the ground behind her.
a b c
Figure 3.25 Bent-leg positioning.
Common Errors
the bent-leg slide.

Both legs thrust forward. Focus on the impact site of the bent leg.
The thrust leg stays in con- Excessive contact with the ground is a big concern for injury. Put
tact with the ground. the athlete on a slippery surface and have two coaches hold the
opposite ends of a bat or rod of some kind. The athlete can hold
on to the bat and slide under it. This method eliminates the fear of
contact and promotes a controlled movement that helps the athlete
understand which leg does what.
Player sits too upright Players can learn to slide on a slippery surface. Have them slide
(the primary cause of abra- under a low barrier that requires them to lie back but still allows for
sions on the upper thigh). a tuck of the chin. Be sure that the barrier is soft!
48
Pop-Up Slide
A fter mastering the bent-leg slide, players should learn

the pop-up slide, a variation that is extremely effective
for a quick slide. In force or tag situations at second or Key Points
third when the runner needs to get to the base as quickly
as possible and not overrun it, the pop-up slide is the mponents of
the pop-up slide are
best choice. This slide is consistent with the bent-leg
slide with a few differences noted here. The advantage • timing and distance
of this slide is that the runner never slows, reaches the ,
• leg positioning, and
base as quickly as possible and pops up into a standing
position so that she can advance to the next base if cir- • contacting the grou
nd .
cumstances allow.
Timing and Distance

A successful pop-up slide requires that both legs be able to redirect the forward motion
into an upright motion, which requires momentum. If a player slides the same distance
in a pop-up slide as in the bent-leg slide, the body stops too early and no momentum
is available to work with. For the pop-up slide, players need to slide late so that they
have enough speed to execute the skill.
Leg Positioning
The thrust leg for the pop-up slide is the same one used
in the bent-leg slide. As discussed in “Bent-Leg Slide” on At a Glance
page 47, this leg is typically the leg that is in front when a
person sits cross-legged. The front leg is different for each the text offer
player, but in most cases it is the left leg. In the pop-up on the pop-up
slide.
slide, the thrust leg has the added role of absorbing a
greater impact and redirecting the motion from forward to
upward. To do this, the thrust foot needs to plant firmly on Baserunning
42
the base. The knee will bend, and when the body slides up
Bent-Leg Slide
close to the feet, it straightens to assist in standing up. 47
The bent leg takes the initial impact, just as it does in the Headfirst Slide
51
bent-leg slide. But the body weight stays on the leg and hip.
Stealing a Base
After the hips slide forward to the feet, the bent leg pushes 136
against the ground to push the slider up to the standing Aggressive Baserunnin
g 149
position. This slide is so quick that the body never fully Approaching Home
leans back. The pop-up slide is a brief slide in a sitting 153
position. The body rolls slightly to the bent-leg side so that
it is square over the leg. See figure 3.26 for an example of
the pop-up slide.
(continued)
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Pop-Up Slide (continued)
a b
c d e
Figure 3.26 Pop-up slide.
Common Errors
the pop-up slide.

The runner can’t get to a Check to see whether the hips slide up to the bent leg before the
standing position. runner attempts to stand up. Also ensure that the player is keeping
her speed through the slide. A body that is moving quickly is easier
to redirect.
The runner slides over the The runner should plant the thrust foot firmly against the front edge
top and past the base. of the base. The knee is bent and uses the base as the barrier to
redirect the motion.
50
Headfirst Slide
T he headfirst slide is the most common and most effective

slide when stealing any base because it is the quickest slid-
ing skill. In softball, sliding is necessary on all steal attempts Key Points
because time is always a factor, and the headfirst slide is the
most successful in these situations. Although this slide looks mponents
of the headfirst slide ar
difficult and attempting it may make some players nervous, e
it is easy to perform once perfected and is generally the most • running aggressively
widely used slide by aggressive base runners. into the
slide,
• maintaining contact
points,
Running Aggressively Into the Slide • receiving the base,
• knowing when to us
and
e the
When preparing to slide, many runners make the mistake headfirst slide.
of slowing down immediately before beginning to slide.
Just as runners should slide every time they steal a base,
they should continue running hard and gradually lower themselves into the base, not
stopping, jumping or leaping at the base. A good base runner will get low, lean forward
and have a controlled fall into the slide while continuing to run. Because it is easier
to lean forward while running into a slide, this slide is quicker to the base than the
bent-leg slide, which requires the runner to lean backward to slide. See figure 3.27, a
and b for an example of running aggressively into the slide.
a b
Figure 3.27 Headfirst slide.
(continued)
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Headfirst Slide (continued)
Maintaining Contact Points

When executed correctly, the heels of the player’s palms touch the ground first and the
chest (diaphragm high) and the thighs contact the ground immediately thereafter. The
player extends her arms toward the base, making certain to point the fingers slightly
upward to avoid jamming them into the base on contact. The player should also keep
her head up to see the situation. The back is arched to keep the chin off the ground,
and the friction points are the belly and thighs. Players should be discouraged from
jumping or belly flopping into the headfirst slide. These techniques are slower and can
cause injury from the downward force of the body. See figure 3.27c for an example of
contacting the ground.
Receiving the Base

To avoid injury, the runner should relax the joints in the shoulders, arms, wrists and
fingers. As the player slides into the base, the arms bend, allowing the body to slide
closer to the base. The player, in essence, absorbs the base into the body. As stated
earlier, the fingers are pointing more upward and the palms of the hands contact the
base. See figure 3.27d for an example of receiving the base.
c d
52
Knowing When to Use the Headfirst Slide At a Glance
Although the headfirst slide is the quickest slide, it isn’t the The following parts of
best in every situation. The disadvantage to the headfirst the text offer
slide versus the pop-up slide is the time required to stand on the head-
first slide.
back up. But if the play is extremely close and will more
than likely end after the tag attempt, the headfirst is the
preferred option. In no situation, however, should a player Baserunning
42
use a headfirst slide when sliding into home with a catcher Bent-Leg Slide
wearing shinguards. A good rule of thumb is always to slide 47
feet first into home. If the infield dirt is wet, the runner Pop-Up Slide
49
will not slide as far, making it necessary to start the slide Stealing a Base
closer to the base. 136
g 149
Approaching Home
153
Common Errors
the headfirst slide.
The player slows down Players must keep running and lean forward into a controlled fall.
when beginning to slide.
The player flops or jumps Emphasize that players should get low and feel as if they are run-
into the slide. ning under an imaginary bar or rope.
The runner stops short of The runner who fails to reach the base is usually not running
the base. aggressively enough or is sliding too early. Players should move
into the slide about 10 feet before the base.
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chapter
4
Defensive
Technical Skills
This chapter will cover the defensive technical skills that you and your players
must know to be successful. In this chapter, you will find:
Skill Page Number
Throwing 56
Infield Throws 61
Fielding Balls on the Forehand or Backhand Side 67
Fielding Ground Balls in the Infield 72
Fielding Ground Balls in the Outfield 78
Catching a Throw 84
Catching Fly Balls 87
Pitching 91
Catching 96
Playing First Base 102
Playing Second Base 108
Playing Third Base 114
Playing Shortstop 121
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Throwing
Key Points
T hrowing is perhaps the most important skill in soft-
ball because most defensive plays involve throwing.
Poor throws can allow offensive players to reach base,
give them extra bases or even allow runs to score. More
mponents of
The most important co games are lost on a player’s inability to throw than on
throwing are any other error. Even so, many coaches overlook throw-
ing, assuming that their players have mastered the skill
• grip, somewhere along the line. Teams who work at this skill
• line of force, play the game with more confidence and can handle
hip rotation,
• initial shoulder and surprise situations with more ease.
• weight transfer,
• arm action, Grip
• wrist snap, and
• follow-through. When preparing to throw, the player should hold the
ball on the length of the fingers, not in the palm (see
figure 4.1). The fingers should be spread comfortably,
and the finger pads should grip a seam on the ball. The
thumb is under the ball opposite the middle and ring
fingers. The little finger isn’t a critical part of the grip,
so it may curl or just lie alongside the ball. The hand
and wrist should be loose and relaxed until release.
Line of Force
Accuracy is an obvious desire for any throw. Much of it
comes from proper wrist snap and arm motion, but if
your athletes don’t understand the line of force, the body
and mind will compete against each other. The body
will dictate that the athlete will throw one direction,
while the mind knows better and tries to compensate
by making adjustments.
Figure 4.1 Proper grip for
The line of force is the imaginary line extending from
a throw.
the back, or pivot, foot directly toward the target. The
player wants to stride directly down that line and have
the arm “circle” move back along the line. When beginning the throw, the throwing-
hand foot rotates and establishes the thrust point, which is the point that the foot
pushes against the ground to drive the body forward into the throw and which is also
the beginning of the line of force (see figure 4.2a) The glove-hand foot then strides
along this line toward the target (see figure 4.2b). As the body is turning to begin the
throwing action, the throwing hand drops back along the line and the glove hand
or elbow points forward down this line toward the target. This point is the most
critical for your athletes to focus on in the initial setup for the throw: They must
stride down the line and make sure that the backswing of the arm is on the line of
force to ensure accuracy. Reaching or extending the glove hand toward the target
will create some variation in the amount of bend in the elbow, but the critical point
is to extend it forward in line toward the target. After the throwing arm is in place
on line behind the body, correct movement of the arm will take the arm accurately
toward the target.
56
a b
Figure 4.2 Line of force.
Initial Shoulder and Hip Rotation

When preparing to throw, the shoulders and hips rotate open simultaneously. To begin
the rotation, the throwing-hand foot turns so that the instep is square to the target,
which in turn causes the hips to rotate almost automatically (see figure 4.3a). As the
foot turns, the throwing arm goes back and the body turns sideways, or opens, to the
target. The glove-hand shoulder and arm should now be pointing in the direction of
the target. After your athlete has rotated properly, her body weight should be almost
completely on the back, or throwing-hand, foot (see figure 4.3b).
a b
Figure 4.3 Shoulder and hip rotation when preparing to throw.
(continued)
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Throwing (continued)
Weight Transfer
Power in the throw is generated in part by the amount of leg drive that throwers can
develop. After the weight is on the back leg, the back knee should be bent, putting the
leg in a position to extend and drive the body forward down the line, transferring the
weight to the front leg.
The forward stride is linear, as discussed in “Line of Force,” and transfers the body
weight from the back leg to the front leg (see figure 4.4a). After the foot is planted on
the ground, the hips and then the shoulders, staying in a direct line, rotate to finish the
actual throw (see figure 4.4b). Note that bending the waist is common and acceptable
at this point for a throw that is hard or covers a long distance.
a b
Figure 4.4 Weight transfer into the throw.
Arm Action
Arm action is the most important aspect of the throwing motion because the upper
body can overcome mistakes with the lower body, but incorrect arm action of the throw
is almost impossible to overcome. The result is typically an inaccurate throw. As the
athlete is transferring her weight and taking the stride, the throwing arm is back in
preparation to throw and the thumb is under the ball with the palm facing back or
toward the ground as shown in figure 4.3a. After the stride foot has been planted, the
hips and shoulders rotate forward to initiate the throw and rotation of the shoulder
girdle pulls the arm forward. When the shoulders are square to the target, the arm
should be directly to the side. The elbow must be at shoulder height and positioned at
90 degrees from the target or to the side of the body; the throwing elbow never points
at the target. If the forearm is bent toward the head or away from the head, throwing
accuracy is severely affected and the potential for injury to the elbow is heightened.
58
When the throwing arm moves forward, the hand rotates from a position with the
palm facing down in the back to a position with the palm facing forward toward the
target (see figure 4.5a). As this rotation occurs, the elbow leads the forearm, creating
forearm lag, meaning that the hand and ball will drag behind the elbow. Note that the
hand never drops in toward the head. It should stay on a path directly below the elbow
at 90 degrees. After the body is square, the elbow slows and catapults the forearm and
hand forward down the line of force (see figure 4.5).
a b
Figure 4.5 Arm action for the throw.
When rotation of the body starts forward, the glove hand does not pull back to
increase torque. Instead, it acts as a counterbalance to the throwing arm. The glove
hand will find its way to a place that feels comfortable to the thrower, most commonly
somewhere toward the shoulder of the glove arm, as shown previously in figure 4.3b,
and acts as a pivotal point for the body to rotate against. The placement of the glove
arm is generally natural and automatic. It usually doesn’t need to be taught, but its
role should be discussed.
Wrist Snap
An athlete with good wrist snap has added power and accuracy. A strong wrist snap
is necessary to throw the ball well. To have a great snap, first, a proper grip is neces-
sary, as discussed previously. The forearm lag will make the hand drag behind the
arm, which naturally cocks the wrist back without any tension in the forearm. If the
wrist is cocked back deliberately, the tension will not allow the wrist to snap with full
potential, and tightness in the forearm will cause it to slow in response.
(continued)
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Throwing (continued)
The wrist snap consists of the full length of the fingers fling-
ing the ball forward. The ball rolls down the fingers until just
At a Glance before it reaches the finger pads. At that point the finger pads
the text offer finish the snap through the ball using the seam, and the ball
on throwing. will spin off the fingers in the direction of the target. If the
fingers are directly behind the ball, the spin will be close to
61 a 12 o’clock–6 o’clock rotation. Little curve will result in the
Infield Throws path of the ball, so the throw will be much more accurate.
84
Catching a Throw
102
Playing First Base
Playing Second Base
108
114
Follow-Through
Playing Third Base
To release the tension of the throw and help maintain arm
121
Playing Shortstop health, the arm should continue forward after release, decel-
96
Catching erating as it pulls across the line of force and moves toward
the midline of the body. A bend at the waist aids the lower
182
Defending the Bunt back in releasing tension. The amount of bend in the waist
186 determines the motion of the back leg. The leg may kick up
Pickoffs in back when the thrower bends deeply at the waist to finish
d- 195 the release. The back leg then recovers and steps to the side
Defending the First-an
Third Pla y to help regain balance. Remind your athletes that if they fail
to follow through, the abrupt stop of the arm can injure the
muscles in the back of the shoulder.
Common Errors
Following are several common errors that you might run into when teaching your ath-
letes how to throw.
The player is striding off To help the player practice staying on the line of force, have her
line. throw down an actual line during warm-ups for practice.
The player has no rotation Have the player start from a sideways position and make the throw.
when beginning the throw- Check to see that she is turning her foot to begin the motion.
ing motion.
The elbow is below the Isolate the arm action of the throw by having the player kneel on
shoulder when it is to the throwing-hand knee. The player should start the arm back and
the side of the body just then throw forward. Hold a soft pad just below the shoulder in the
before release. correct path of the elbow. If the elbow drops, it will hit this pad. You
can now teach the player to get the elbow up so that she can throw
over the top of the pad.
The player has no wrist Isolate this portion of the throw by having the athlete stand or kneel,
snap on the throw. facing the target with the arm to the side of the body. The elbow
begins the motion forward, and the wrist finishes with a quick fling
of the ball forward. Check the player’s grip. If the ball is in the palm,
the fingers cannot throw the ball.
60
Infield Throws
P layers must often slightly alter the basic throwing

motion because of the needs of their specific posi-
tions. Whereas outfielders always want a big arm circle Key Points
so that they can throw over the top, infielders and catch-
ers need a quicker release. After fielding a ground ball, mponents of
infield throws are the
an infielder might find herself in a position that requires
her to release the ball without the time to set up for a • forehand flip,
normal throwing motion. The following throwing varia- • backhand flip,
tions are the most common for throws in the infield. By
learning specific fundamentals, athletes can make more • scoop throw, and
accurate throws. • three-quarter throw.
Forehand Flip
The forehand flip is a throw that a fielder uses to make a short, quick throw to a player
on her glove-hand side. For example, assume that the second-base player fields a ground
ball close to first base with her shoulders square to home plate (see figure 4.6a). Because
the player is close to the target and doesn’t have enough time to reposition for a throw,
she simply stays in the same position she was in when fielding the ball. After fielding
the ball, the fielder doesn’t stand up. Instead, she keeps her shoulders and hips down,
moves her hands slightly toward the throwing-hand side (see figure 4.6b) and flips
the ball across the front of her body to the player making the catch (see figure 4.6c).
Around the time of release, the throwing-hand knee may drop to the ground, or it can
turn inward to help stabilize the body, as shown in figure 4.6c. The player then fol-
lows through toward the target after the release to help the accuracy of the throw (see
figure 4.6d). In this case, the follow-through is only with the arm, because the body
isn’t as involved in the throw as it is for a regular full throw.
a b
Figure 4.6 Forehand flip.
(continued)
(continued)
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Infield Throws (continued)
c d
Backhand Flip
A backhand flip is a throw that a fielder uses for a close, quick throw to a player on
her throwing-hand side. The backhand flip is similar to the forehand flip in that the
player uses it when in proximity to the target, but the target is now on the opposite
side of the body. After fielding the ball, the fielder doesn’t stand up. Instead, she keeps
her shoulders and hips down and moves her hands slightly toward the glove-hand side
(see figure 4.7a). She initiates the flip with the throwing-hand elbow moving toward
and pointing at the target (see figure 4.7b). The forearm then moves in the same
direction and ends with a snap of the wrist and with the fingers pointing toward the
target (see figure 4.7c). Accuracy results from the control of the ball by the wrist, a
follow-through toward the target and a weight shift or movement toward the target
(see figure 4.7d).
Some athletes find it easier to control the backhand flip by keeping the wrist from
snapping and using only the forward momentum of the body and the elbow snap. The
advantage to a slightly stiffer wrist is often added accuracy. The disadvantage could
be the loss of power. Both the wrist snap method and the stiffer wrist and more elbow
snap methods are correct, and fielders should work with both to get a feel as to what
is most comfortable and consistent for them. The intended purpose is a quick and
accurate toss without taking time to rotate the body. How the hand releases the ball
in this toss might vary and a good infielder can usually master both.
62
a b
c d
Figure 4.7 Backhand flip.
(continued)
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Scoop Throw
A scoop throw is a quick, close throw that a fielder makes directly in front of herself,
usually when on the run. A good example occurs when a corner player fields a bunt
on a squeeze play or when an infielder fields a ground ball on the run when moving
toward the base that she wants to throw to. In either case, the fielder continues forward
after fielding the ground ball, takes the ball out of the glove with the hand under the
ball (see figure 4.8a) and flips or scoops the ball, using a slight underhand swing of
the arm to the receiver (see figure 4.8b).
a b
Figure 4.8 Scoop throw.
When teaching the scoop throw, you must emphasize two points. First, the fielder
should be sure to show the ball to the receiver for a split second before releasing it
because the ball arrives quickly and the receiver may have difficulty seeing it. Second,
the fielder needs to continue her forward motion while releasing the ball and for a
short distance thereafter. If the fielder stops, the ball often flies out of control with no
accuracy. The speed of the toss results from the slight swing of the arm and the forward
movement. Any extra effort usually results in a wild throw or toss.
Three-Quarter Throw
A three-quarter throw is generally used when the target is too far for a flip throw but
the throw still needs to be quick. First, you must emphasize the position of the elbow
in relation to the shoulder to preserve the safety and the health of the player’s throw-
64
ing arm. The throwing motion is similar to that used in the
overhand throw as discussed in “Throwing” on page 56; a At a Glance
line drawn across the shoulders should continue straight
to the throwing-hand elbow. But the three-quarter throw The following parts of
the text offer
is done with the shoulders at an angle to the ground, not ad di tio na l inf or ma tio
n on inf iel d
parallel to the ground. If the elbow falls below the line throws.
drawn across the shoulders, injury may occur when the
athlete attempts to throw hard. Fielding Ground Balls
For the three-quarter throw, if the fielder’s feet aren’t in
the Infield 72
in alignment with the target after she fields the ball, she
quickly adjusts so that the instep of the throwing-hand Playing First Base
102
foot faces the target and the glove foot is on the line of Playing Second Base
force (see figure 4.9a). The player shifts her body weight 108
to the throwing-hand side of the body, and the hands also Playing Third Base
114
move to the throwing-hand side (see figure 4.9b). The Playing Shortstop
121
shoulders should be on an angle. The throwing-hand
Catching
shoulder should be lower than the glove-hand shoulder, 96
and the forearm should be lifted to a 90-degree angle (see Defending the Bunt
figure 4.9c). The throw is initiated by the weight shifting 182
Pickoffs
forward, the shoulders rotating the elbow, creating a 186
forearm lag (see figure 4.9d), and then the wrist snapping Rundowns
191
to release the ball (see figure 4.9e). The throwing-hand
knee often drops to the ground on the three-quarter Third Play
d- 195
throw to help stabilize the body and give the fielder a
solid foundation for a throw that requires a little more
force. The follow-through for the three-quarter throw is
directly at the target, as shown in figure 4.9e, or slightly
across the body.
a b
Figure 4.9 Three-quarter throw.
(continued)
(continued)
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c d
e
Common Errors
infield throws.

The athlete has no wrist snap Teach players to focus on having the ball roll down the fingers and
when using the forehand flip then pushing with the pads of the fingers when the middle of the ball
or three-quarter throw. reaches them. When done correctly, the ball will spin off the fingers.
The athlete has no accuracy Be sure that the player begins with the elbow pointing at the target.
on the backhand flip.
The athlete has pain in the This common occurrence must be watched! The key is aligning the
elbow when using a three- elbow with and not below an imaginary line that extends across the
quarter throw. shoulders.
66
Fielding Balls on the Forehand or Backhand Side
A lthough a player always wants to get into a position

to field the ball in the middle of her body, at times the
ball will be moving too quickly or be too far away for the Key Points
fielder to get in front of it. In these situations, when a ball
The most important
is hit to the side, the fielder uses a forehand or backhand components
of fielding balls with a
to field the ball, depending on which side is the fielder’s forehand or
backhand are
glove hand.
• moving to the ball,
• positioning the glove
Moving to the Ball and
properly,
• transitioning into the
As suggested, fielders use a forehand or backhand in two throw.
situations. The first occurs when the ball is hit to the side
of the fielder and is moving too quickly for the fielder to
get in front of it. The fielder will have time to perform only a simple rotation of the
body toward the path of the ball so that the glove can reach toward the ball. The fielder
must field the ball with little or no footwork to the side because the ball is hit hard
and close to the fielder. Note that the corner players in softball use the forehand and
backhand from this stationary position more than baseball players do because they
play closer to the plate and don’t have as much time to get in position.
In this situation, if the ball is hit to the glove-hand side, the fielder should use a
forehand. From a ready position, the fielder’s first movement is to rotate the shoulders
and hips so that the glove hand opens to the side and to place her body weight on the
ball of the glove-hand foot (see figure 4.10a). Accomplishing this may require pivoting
out the toe of the glove-hand foot to allow free rotation of the shoulders and hips. If the
ball is hit to the throwing-hand side, the fielder should use a backhand. From a ready
position, the fielder’s first movement is to rotate the shoulders, keeping them low so that
the elbow of the glove hand is facing the ground, and to place her body weight on the
ball of the throwing-hand foot (see figure 4.10b). Doing this may require pivoting out
the toe of the throwing-hand foot to allow free rotation of the shoulders and hips.
a b
Figure 4.10 When the ball is hit to the side and is moving quickly, use
(a) a forehand or (b) a backhand.
(continued)
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Fielding Balls on the Forehand or Backhand Side (continued)
The second situation in which a fielder uses a forehand or backhand occurs when
the ball is farther from the fielder and she needs to sprint to the ball and field it on
the run. When the ball is hit away from the fielder on the glove-hand side, the fielder
should use a forehand and field the ball on the run. The fielder first rotates her shoul-
ders and glove-hand foot in the direction of the ball (see figure 4.11a). To be as quick as
possible, the fielder should turn the foot closer to the ball open as she shifts her weight
to it rather than pick up the foot. Using a crossover step with the throwing-hand foot,
the player runs to where she anticipates fielding the ball (see figure 4.11b). As she gets
closer to the ball, she should bend at the waist to lower the shoulders, allowing the
glove to be low for a better reach (see figure 4.11c).
a b c
Figure 4.11 Fielding a ball on the run using a forehand.
When the ball is hit away from the fielder on the throwing-hand side, she should use a
backhand and field the ball on the run. The fielder first rotates her shoulders and foot in
the direction of the ball (see figure 4.12a). To be as quick as possible, the fielder should turn
the foot closer to the ball open as she shifts her weight to it rather than pick up the foot.
Using a crossover step with the back foot, the player runs to where she anticipates fielding
the ball (see figure 4.12b). As she gets closer to the ball, she should bend at the waist to
lower the shoulders, allowing the glove to be low for a better reach (see figure 4.12c).
a b c
Figure 4.12 Fielding a ball on the run using a backhand.
68
Positioning the Glove Properly
When fielding a ball on the forehand side, the glove naturally opens in the direc-
tion that the fielder is going. The pocket of the glove is open and facing the ball (see
figure 4.13). Although the movement is natural for most infielders, staying low still
needs to be emphasized.
The fielder should bend at the waist so that the
chest is closer to the thigh, and the knees should
be bent so that the hips are low. The fielder then
fields the ball forward of the body and in front
of either foot while keeping the hands still. In
addition, fielders should learn to let the glove
stay down for a moment after fielding the ball to
avoid trying to pick it up at the same time that
they are fielding it.
If possible, the fielder should field the ball with
the throwing-side foot planted (see figure 4.13).
This will give the athlete a little more reach
as well as eliminate the possibility of kicking
the ball while trying to field it. However, it is
important to remain smooth and comfortable Figure 4.13 Glove position-
while moving to the ball. If fielding the ball with ing when fielding a ball on the
the throwing-side foot forward makes footwork forehand side.
choppy and slows down the fielder, the glove-
side foot forward will work. The fielder should
be proficient at both.
When fielding a ball on the backhand side, the
glove-hand elbow, staying loose, points forward
in the direction that the ball came from. The
pocket of the glove is open and facing the ball
(see figure 4.14). The most successful technique
is to slide the glove lightly across the ground for
a few inches before reaching the ball, rather than
stab at the ball by dropping the glove directly
down to field it. The fielder’s shoulders should
stay down so that the glove is close to the ground.
The fielder then fields the ball in front of the body
and in front of the glove-hand foot. In addition,
fielders should learn to let the glove stay down Figure 4.14 Glove position-
for a moment after fielding the ball to avoid ing when fielding a ball on the
trying to pick it up at the same time that they backhand side.
are fielding it.
(continued)
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Fielding Balls on the Forehand or Backhand Side (continued)
Transitioning Into the Throw

At a Glance
After fielding the ball, the fielder takes the fewest steps
the text offer
The following parts of possible to stop momentum and move into the throw. If
n on fielding
additional infor matio fielding the ball takes the fielder away from the throwing
side.
balls on the backhand target, she should take the fewest steps possible through
the ball (see figure 4.15a), plant the throwing-hand foot
102 (see figure 4.15b), pivot and throw (see figure 4.15c). The
Playing First Base
108
fielder may actually turn her back to the infield when
Playing Second Base making this throw. If fielding the ball takes the fielder
114 close to the target, the fielder continues through the ball
Playing Third Base
121 (see figure 4.16a) and uses an underhand toss to the target
Playing Shortstop (see figure 4.16b)
a b c
Figure 4.15 Fielding a ball when the fielder is moving away from the target.
a b
Figure 4.16 Fielding a ball when the fielder is moving
toward the target.
70
Common Errors
how to field balls on the forehand and backhand side.
The athlete’s shoulders The player should bend at the waist, getting the chest close to the
are too high and her thigh. The athlete should not be sitting up. Rather, she should be
body is erect. leaning toward the thigh.
The athlete is stabbing Rotate the fielder and turn the elbow toward the batter’s box or
her glove at the ball, origin of the ball. Roll or hit the ball toward the backhand. Have the
going from high to low. fielder slide the glove lightly along the ground, keeping the glove
open for 6 to 12 inches before fielding the ball. The player should
keep the glove still and in place for a moment after fielding the ball.
The athlete is stopping The fielder is not moving through the ball. She is reaching for it as
the ball but leaving it on she shifts back toward the throwing target. In almost every case the
the ground when moving fielder will leave the ball behind when she pulls back from it.
into the throw.
The athlete is constantly The fielder must keep the glove quiet when fielding the ball. She
bobbling the backhand. should not try to pick it up. She should field it and hold it for a
moment. Pushing the glove very slightly into the ball and along the
path of the ball may help the player control the hop.
The ball is going under Moving to the forehand side is easy, but players may need to focus
the athlete’s glove. on staying low enough to reach the ball out front and not directly
down from the shoulder. Staying too high is more natural. Teach
players to lean so that the chest is closer to the thigh with the knees
bent and hips low.
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Fielding Ground Balls in the Infield
Key Points
F ielding ground balls in the infield is key for a sound
defense. A team that can field ground balls well cre-
ates outs, not errors. If your team fields ground balls
successfully, your pitchers have more confidence and
mponents of
The most important co your team has a better chance to win. If infielders have
the infield are
fielding ground balls in confidence in their ability to field ground balls, they
sition, can be more aggressive and will be more assertive on
• being in the ready po defense.
ll,
• approaching the ba
distribution
• controlling weight
and balance, Being in the Ready Position
work, and
• using proper glove
. The ready position for fielding ground balls in the
• moving into the throw infield is an athletic balanced stance. The feet should
be a little more than shoulder-width apart, and the
knees should be slightly bent with the weight on the
balls of the feet (see figure 4.17). The glove foot
is slightly in front of the throwing foot to pro-
mote a quick start for moving in any direction.
This stance also enables fielders to reach farther
from the body for balls hit sharply directly at
them. Players should also bend at the waist so
that their forearms can rest on their thighs and
they can lift their heads comfortably to look
straight ahead.
Approaching the Ball

When fielding ground balls in the infield, the
approach to the ball relies on proper footwork
to get the glove and throwing hand in position
to field the ball. The fielder moves quickly from
the ready position (see figure 4.18a) to the line
of the path of the ball. The fielder’s feet move
quickly to get the body—shoulders, feet and
Figure 4.17 Ready position
hips—square to the path of the ball and to center
for fielding ground balls in the
the ball on the body (see figure 4.18b). The steps
infield.
taken depend on the distance that the fielder has
to cover to reach the ball. The fielder can shuffle
if the ball is nearby (see figure 4.19, a and b) or use a crossover step and run if the ball
is farther away (see figure 4.20, a–c). As the fielder gets closer to the ball, she lowers
her body and then slows into a controlled glide through the ball.
72
a b
Figure 4.18 Moving from the ready position toward the ball.
a b
Figure 4.19 Shuffle step to the ball when it is nearby.
(continued)
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Fielding Ground Balls in the Infield (continued)
a b c
Figure 4.20 Crossover step to the ball when it is farther away.
Controlling Weight Distribution and Balance

When the fielder is ready to field the ball, her weight should be in the balls of the feet.
As learned previously, the player fields the ball in the middle of the body if possible, in
front of the head. To ensure a good move through the ball with proper balance, the feet
are spread at least shoulder-width apart and the glove foot is in front of the throwing foot
(see figure 4.21a), allowing the proper shifting of the weight forward during the actual
fielding motion (see figure 4.21b). When she reaches the ball, the fielder’s weight is on
the throwing-hand foot (see figure 4.21c) and moves naturally onto the glove-hand foot
(see figure 4.21d). The fielder’s upper body is bent at the waist, with the back flattened,
so that she can reach forward to field the ball out in front of her feet. The fielder’s head
should stay as still and as level as possible throughout the entire motion.
a b
Figure 4.21 Fielding a ground ball in the infield.
74
c d
Balance and weight distribution are essential to being a consistent fielder and allow
the fielder to make last-second adjustments to an unpredictable hop of the ball. The
hands are the quickest part of the body and the fielder’s greatest asset in fielding ground-
ers. With proper balance and weight distribution, the player consistently puts the body
into a position that allows the hands to move in a familiar pattern. If the body is not
in correct position, the hands have to adjust and are out of position.
Using Proper Glove Work

Training your players’ hands is the easiest way to make them better fielders. The hands
should be down and out in front of the eyes. The glove should be open by the time the
ball is 5 or 6 feet in front of the fielder so that she has time to adjust to the movement
of the ball. The throwing hand should be held over the glove or to the side of the glove,
and the palm should be facing the ball. Having the throwing hand close to the glove aids
the fielder both in fielding correctly and in making a quick transition into the throw.
The player places the hands in line with the ball and holds them still (but not hard)
as the body glides through the ball. The hands are still but appear to move forward as
the body moves. The quieter the hands are, the better and more consistent the fielder
is. The glove should always be out in front of the eyes, and the pocket should be facing
out rather than facing backward or outside the player’s feet. These two common mis-
takes can cause players to make quick, sudden movements when attempting to field
the ball, often resulting in errors.
(continued)
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Fielding Ground Balls in the Infield (continued)
Moving Through the Ball

Fielding a ground ball is a dynamic movement. The player never comes to a stop until
after she throws the ball. As stated earlier, the hands are still and the body glides through
the fielding of the ball. Balls can take three kinds of hops—the short hop, the medium
hop and the long hop. Your players need to learn how to anticipate each kind.
Short Hop
The short hop is easy if the fielder pushes the glove as close to the bounce as possible,
enabling her to field the ball immediately after the hop and eliminating the chance
that the ball will go anywhere but the glove.
Medium Hop
The medium hop is the most difficult play because the fielder doesn’t have time to
adjust to the bounce of the ball. Players need to move either forward or backward to
field the ball successfully. Fielders should be aggressive when approaching a medium
hop by reaching with the glove and essentially making it more of a short hop so that
they can field it more cleanly
Long Hop
At a Glance The long hop is the easiest to field because it hangs in the
air the longest and is easy to judge and react to.
the text offer
The following parts of When fielding, players should move directly through the
n on fielding
additional infor matio path of the oncoming ground ball while they are fielding
ield.
ground balls in the inf it and shift their movement to the direction of the throw
quickly after fielding the ball. Although outstanding
Ba se 102 fielders have mastered the technique of fielding the ball
Playing First
108
while moving toward the throwing target, when players
Playing Second Base are learning or beginning their season they should begin
se 11 4 by staying through the path of the ball. If the ball is hit
Playing Third Ba
121 so hard that the player cannot center the ball and move
Playing Shortstop forward through it, have your fielder at least center the
67
Fielding Balls on the Fo re- ball and then just keep her weight forward on the balls
d Sid e of her feet.
hand or Backhan
After successfully fielding the ground ball, the fielder
prepares to throw by bringing both hands to the throwing-
hand ear and stepping with the throwing-hand foot toward
the target (see figure 4.22a). The foot should then turn (instep facing the target) to
allow the body to rotate to throw. The glove-hand shoulder and hip should now point
at the target (see figure 4.22b). The glove-hand foot steps directly toward the target to
aid in producing an accurate throw (see figure 4.22c).
76
a b c
Figure 4.22 Making a throw after fielding a ground ball.
Common Errors
letes how to field ground balls in the infield.
The athlete is sitting upright Have the fielder spread her feet and flatten the back so that the
in more of a squat to field hands reach out to the ball.
the ball and dropping the
hands between the feet
where the fielder can’t see
them or the ball.
The athlete’s hands are too The elbows should be slightly bent and not locked. When the
hard and stiff when fielding arms are extended forward, the muscles should be loose. The
the ball. fielder should be in position to field the ball before it reaches her.
Hard hands can also be the result when a fielder charges out of
control through the ball.
The athlete is fielding the A player who fields the ball outside the feet is usually afraid of
ball outside the feet. the ball. Work with the fielder slowly at first, rolling the ball while
she works at proper hand positioning and gains trust in her ability
to field the ball. As she gains confidence, move her back farther
and either throw the grounder or hit it. Progress as the fielder
feels comfortable and be sure that she uses proper technique.
The athlete is not rotating to The instep of the throwing-hand foot must be facing the target. It
throw the ball after fielding it. is almost impossible not to rotate the body in the direction dictated
by the feet. If the feet are correct, the body generally follows.
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Fielding Ground Balls in the Outfield
Key Points
T he outfield is considered the last line of defense
because a ball that gets past an outfielder may go all
the way to the fence. An outfielder can field the ball two
ways. First is the safety, in which the outfielder lowers
mponents
The most important co onto one knee to become a wall that the ball cannot pass
lls in the out-
of fielding ground ba through. This technique is a conservative, sure way to
field are secure the ball. The second method is the run-through,
which, as the name suggests, is running through the ball
• moving to the ball, while fielding it. This method has more risk associated
ll,
• approaching the ba with it but has the advantage of being quicker and allow-
• fielding the ball, ing the fielder to move quickly into a throw. The out-
and fielder must consider many factors when deciding which
• preparing to throw,
method to use to field the ball (see Outfield Defensive
• using the crow hop. Responsibilities in chapter 6 for more information).
Moving to the Ball

Just as an infielder centers her body on the ball when fielding, so does an outfielder.
Generally, outfielders have more time, but they also have more distance to cover. Even
so, an outfielder may get to the ball just in time to stop it or to attempt to field it as
she cuts across its path. In this circumstance, she doesn’t have enough time to square
up or move through the path of the ball. She will also need more time to move into
the potential throw to a base. In either case, the outfielder should sprint to the path of
the ball to have the best chance to field the ball cleanly and quickly and make a good
throw. A good offense will recognize lazy outfielders and try to take extra bases because
those players will need more time to get the ball back into the infield.

As discussed earlier, an outfielder should do everything in her power to field ground
balls in the center of the body. To do so, the fielder should run to a point behind the
ball that is in a direct line with the path of the ball. If the fielder runs directly to the
path of the ball, she will more than likely cut across the path. The fielder should work
to be behind the ball in time to move forward toward it as it approaches. If the ball is
moving quickly, the fielder may have to run deeper in the outfield to get behind the ball
(see figure 4.23a). If the ball is moving slowly, the fielder can run on a shallower angle
(see figure 4.23b). The fielder will then need to turn a rounded corner into the path of
the ball, allowing her to control her speed and balance, and then move directly in line
with the path of the ball. If the ball is moving too fast for the fielder to get behind it,
she should take the best possible angle to intercept it and attempt to use a backhand
or forehand to field the ball. Another player should be available to back her up.
78
F F
a b
Figure 4.23 Outfielder’s path to the ball when it is moving (a) quickly or (b)
more slowly.
E4408/ASEP/4.24a/312533/JenG/R1 E4408/ASEP/4.24b/312534/JenG/R1
Fielding the Ball

The safety method of fielding involves making
a human wall that, in theory, the ball can’t pass
through. The fielder centers on the ball and
approaches it in a direct line. As the fielder gets
within a few feet of fielding the ball, she puts one
knee (generally the throwing-hand knee) on the
ground and places the lower leg out to the side to
create as much of a barrier as possible with the leg
(see figure 4.24). The knee is tucked in close to the
foot of the other leg and the hips and shoulders are
square to the ball, which also helps create the wall.
The glove hand and throwing hand are down and
in front of the small gap that may occur between
the knee and the foot. The player then rounds the
shoulders and turns squarely into the ball to keep
it from glancing off and going past. If the ball takes
a bad hop and doesn’t hit the glove, it should make Figure 4.24 Safety method
contact with the body and drop right in front of of fielding ground balls in the
the fielder. The safety method is the most widely outfield.
used and preferred because the ball is unlikely to
get past the fielder, but it doesn’t allow the fielder
to return the ball quickly. If the situation calls for a quick return of the ball for a
potential game-winning play, the fielder must execute the run-through.
(continued)
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Fielding Ground Balls in the Outfield (continued)
The approach to the ball with the run-through is the same as that used for the
safety method. The fielder must get behind the ball and move toward it in a direct
line (see figure 4.25a). As the fielder gets closer to the ball, she shifts slightly to
the side so that the glove hand is directly behind the ball. The fielder slows to a
controlled jog, leans to the glove-hand side and forward, far enough to have the
fingertips of the glove drag lightly on the ground for 6 to 12 inches before fielding
the ball (see figure 4.25b). The glove is behind the ball, the pocket is open and the
fingertips are down. Running through the ball requires the fielder to be down, to
field the ball on the glove-hand side of the body and to keep the shoulders and arm
down for at least one step after fielding it (see figure 4.25c). When done correctly,
the movement is a smooth glide through the fielding of the ball. The fielder never
stops forward progress.
a b c
Figure 4.25 The run-through method of fielding ground balls.
Preparing to Throw
When preparing to throw after fielding a ground ball, the safety method is more
challenging because the fielder is in a stationary, low position. From the knee (see
figure 4.26a), the fielder stands and steps immediately with the throwing-hand foot,
rotating the instep to face the target (see figure 4.26b). This movement allows proper
rotation of the shoulders and hips to set up for the throw. The fielder should step with
the glove-hand foot directly toward the target (see figure 4.26c) and finish the throw
using proper throwing mechanics, as discussed in “Throwing” on page 56.
80
a b c
Figure 4.26 Moving into the throw when using the safety method.
The run-through method is easier to throw from because the fielder already has
momentum. After fielding the ball, as shown in figure 4.27a, the fielder takes the glove
hand to the ear of the throwing-hand side (see figure 4.27b). The throwing hand gets to
the ball as quickly as possible, preferably before it reaches the ear. While the glove and
throwing hand are getting into position to throw, the throwing-hand foot plants with
the instep facing the target (see figure 4.27c). The stride foot then moves forward in line
with the throw, and the player finishes the throw using proper throwing mechanics.
a b c
Figure 4.27 Moving into the throw when using the run-through method.
(continued)
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Fielding Ground Balls in the Outfield (continued)
One additional element of the throw that outfield-

ers need to focus on is making sure that the fingers are
At a Glance directly behind the ball on the release. Players often let
the text offer the fingers slide to the side of the ball on release, creat-
n on fielding ing a curve effect that can cause the throw to curve away
additional infor matio
tfield. from the target by several feet. Infielders may not see that
ground balls in the ou
result because their throws are generally shorter, but a
56
curve thrown by an outfielder becomes exaggerated with
Throwing distance.
re- 67
Fielding Balls on the Fo
ckh an d Sid e
hand or Ba
Catching Fly Balls

87 Using the Crow Hop
176
Outfield Defensive When outfielders are moving into a throw using either
Responsibilities method, they commonly use a “crow hop” to help them
achieve the momentum that they need for long throws.
To execute the crow hop, as the fielder moves forward
toward the target (see figure 4.28a) the throwing-hand
foot actually lifts (see figure 4.28b) and crosses over in front of the glove-hand foot.
The instep faces the target before it plants to begin the drive with the legs (see figure
4.28c). This crossover step helps the fielder gain more power and momentum because
she is covering more ground with the legs.
a b c
Figure 4.28 Outfielder using a crow hop to gain momentum into the throw.
82
Common Errors
how to field ground balls in the outfield.
The ball is bouncing off to the Be sure that the player squares the shoulders and hips to the
side when using the safety ball. The challenging shoulder is the glove-hand shoulder.
method.
The ball is getting through the Be sure that the fielder’s knee is close enough to the foot so that
feet of the fielder when using the glove covers all remaining gaps.
the safety method.
The athlete is mishandling the Be sure that the fielder is in line in time and then emphasize the
run through the ball. length of the fingertip drag into contact.
The path of the fielder is not in The fielder should angle back a little to get behind the ball and
line soon enough. then round into its path.
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Catching a Throw
Key Points
C atching is one of the easiest skills for a good softball
player and one of the most alarming for a beginning
player. A ball thrown at you can be unnerving if you don’t
have confidence in your catching abilities. Learning how to
mponents
The most important co catch doesn’t take long, however, and players should learn
of catching throws ar e good habits from the beginning. After players become con-
ll, fident in their ability to catch, they can become lazy with
• lining up with the ba their body position and feet. Catching becomes so easy
ay from
• catching the ball aw that players often cut back on their effort by reaching for
the body, and the ball. But they should not use the glove as a butterfly
with both
• making the catch net; it is a tool that is part of the body.
hands.
Lining Up With the Ball

Centering the body on the ball puts the player in the best position not only to adjust
to a ball that she has misread or that might curve slightly but also to see the ball well
and catch it in front of the throwing-hand shoulder. As players advance in their skill
level, they can learn to shift the catch to the throwing-hand side to enable a quicker
transition into the throw. If your team can throw the ball with speed, players will
need quick feet to center the ball in the infield, but it is important that they develop
this quickness. Great players make centering the body on the ball look routine, and
you hardly notice how quickly they do this.
Catching the Ball Away From the Body

When preparing to make a catch, the player assumes
a basic athletic position. The feet are shoulder-
width apart, the knees flexed, the body slightly bent
at the waist, the arms extended and the elbows
slightly bent (see figure 4.29). The eyes are in line
with the ball over the top of the glove so that they
can track the ball into the glove. The player should
reach out for the ball away from the body, let the
arms absorb the impact (see figure 4.30a) and then
quickly bring the ball to the throwing-hand side (see
figure 4.30b).
Figure 4.29 Basic position

when preparing to catch a
throw.
84
a b
Figure 4.30 Catching a throw.
Note that the height of the ball will alter the angle of the glove. If the ball is shoulder
height or higher the fingers of the glove point upward (see figure 4.31a), if the ball is
below the shoulders to waist height the fingers point sideways (see figure 4.31b), and
if the ball is below the waist the fingers point down (see figure 4.31c).
a b c
Figure 4.31 Angle of the glove for throws (a) at the shoulders or higher, (b)
below the shoulders to the waist, and (c) below the waist.
(continued)
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Catching a Throw (continued)
Making the Catch With Both Hands

At a Glance
When catching throws, the throwing hand should always
the text offer
The following parts of stay close to the glove, as shown in figure 4.30, a and b.
on catching
additional information This positioning allows a quicker exchange into the throw
throws. for better players, provides some assistance in the catch
for younger players and reinforces the centering up of
102 the catch. Players often become lazy with this aspect
Playing First Base
108 of catching, so you should emphasize it in practice and
Playing Second Base warm-ups.
114
Playing Third Base
121
Playing Shortstop
182
Defending the Bunt
186
Pickoffs
191
Rundowns
d- 195
Third Pla y
Common Errors
how to catch throws.
The ball is bouncing out of Check to see how well the glove is broken in. If it is stiff and difficult
the glove. for a player to close, the ball will not stay in the pocket.
The athlete is not using Some professional players tie a stretchy cord between the wrists.
two hands. The cord is about the length of a shoulder-width. Because the hands
are tied together, they must learn to work in concert. This technique
also promotes proper throwing.
The athlete is not center- This bad habit simply needs attention. Emphasize centering from the
ing the catch. beginning of warm-ups into team throwing and fielding drills.
The athlete exhibits fear of Start with a ball that is soft and use an easy throw to the player. As the
the ball. player gains confidence with the correct hand movement, advance to
a regulation softball and then pick up the speed of the throw.
86
Catching Fly Balls
A lthough catching a fly ball seems simple, great outfielders

work hard to develop their skills. Although outfielders
may become a little lazy and not react as quickly as they can, Key Points
or may float to the ball and catch it just in time, the best
outfielders are quick to react to a ball off the bat and move mponents
of catching fly balls ar
immediately to the ball, whether it is a fly or a grounder. e
• moving to the ball,
• approaching the ba
Moving to the Ball • tracking the ball,
ll,
As stated earlier, many outfielders float to the ball, moving • setting up for the ca
tch,
just quickly enough to time the catch with getting to the • making the catch, an
d
ball. They run only as fast as necessary to catch the ball. But • preparing to throw.
that approach does not allow for last-second adjustments,
misjudgments or the transition into the throw. To prepare
to catch the ball properly, players must first learn to react
to the ball off the bat and sprint to the path of
the ball. You will often see a fielder misjudge the
speed of a ball and not run as hard as she should
when the ball is hit. But as the fly ball continues
to travel, the fielder recognizes that she needs to
cover more distance and increases her speed. A
better approach for the outfielder is to move as
quickly as possible as soon as she realizes that
the ball is coming in the direction of the outfield,
even if she needs to wait after she gets there.
An outfielder can move most quickly from an
athletic stance similar to the one that a tennis
player uses when receiving a serve. The outfielder
should be moving slightly, standing upright and
keeping the feet spread so that she can react to
either side. Because an outfielder may have to go
backward or forward, the feet should be slightly
staggered, with the glove-hand foot forward of
the throwing-hand foot (see figure 4.32). The
player should focus directly on the strike zone
to make the earliest judgment possible. An out-
fielder can see the angle of the bat on contact if
she focuses well enough. Doing so will enable her Figure 4.32 Outfielder’s ready
to anticipate where the ball might go and get the position.
best jump possible.
(continued)
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Catching Fly Balls (continued)

Outfielders need to catch a fly ball by getting on line with its path. Taking the correct
angle is the foundation of getting into position, making a good transition and having
good balance. When approaching a fly ball, the fielder should get in the path of the
ball, behind where the ball would
drop if she didn’t catch it. Doing
this requires judging the depth and
speed of the ball and running to get
F
behind it. If the ball is hit too hard
or too deep, making it impossible
for the fielder, running full-speed,
to intersect with the path of the ball,
she should run back on an angle,
allowing her more time to get to
the line of the ball. She should run
deep enough so that she can round
into the path of the ball and still be
behind it (see figure 4.33). Doing this
Figure 4.33 Outfielder running back on an requires the fielder to run back more
angle to the ball. than she would simply to catch the
ball in passing.
E4408/ASEP/4.34/312555/JenG/R1
Tracking the Ball

The better an outfielder sees the ball, the more
accurate her judgments will be and the fewer
errors she will commit. Outfielders should practice
seeing the entire path of the ball from the bat to
the glove to help improve how well they see the
ball. Outfielders wants to move smoothly as they
run toward the ball, keeping their eyes steady.
To do this, they should learn to run on the balls
of their feet more than on the heel to toe. A heel
strike causes a slight jarring that makes the ball
seem to bounce in the air.
Setting Up for the Catch

To enable her to see the ball all the way into the
glove, the outfielder should catch the ball out in
front and above the head, as if she is going to volley
a volleyball. The knees should be slightly bent, and
Figure 4.34 Outfielder’s body the feet should be shoulder-width apart. The glove-
position when setting up for a hand foot should be forward of the throwing-hand
catch. foot (see figure 4.34). The outfielder should make
the catch with two hands to center the catch and
88
to put the throwing hand in position to get to the ball quickly. But as the skill level of
your outfielders increases, they should learn to shift the catch to the throwing-hand
side of the body, level with the head. In addition, a ball hit deep to either side of the
outfielder that she has no chance of getting behind requires her to use a different method
of catching. The fielder must learn to catch the ball over the shoulder or slightly to the
side of the body while on the run.
Making the Catch

Footwork is the first step in a quick reaction and proper move to the ball. If the ball is
hit to the left side, the left foot drops back and the foot opens to allow a smooth, easy
crossover step with the right foot so that the fielder can run in a direct line back to the
ball. Conversely, the right foot drops back on a ball hit to the right side. The outfielder
should run on the balls of the feet so that she can see the ball better.
After the outfielder moves in one direction or the other, she will need to do one of
two things depending on which hand is her glove hand and which is her throwing hand.
If the ball is hit to the glove-hand side, the fielder turns and runs back while looking
over the throwing-hand shoulder. She eventually catches the ball in front of her after it
passes over that shoulder. In this case, tracking the ball into
the glove is a challenge because the outfielder is looking over
her shoulder. Catching the ball is easier on the glove-hand At a Glance
side because the glove is in a natural position and the hand
and pocket are already turned correctly. The fielder simply the text offer
needs to raise the glove to catch the ball. on catching
fly balls.
If the ball is hit to the throwing-hand side, the outfielder
turns that direction with the required drop step and runs
to the ball, tracking it over the glove-hand shoulder. The Playing Second Base
challenge in this case is to catch the ball on the same side 108
Playing Shortstop
of the body as the glove while running backward. If the 121
ball travels directly over the shoulder to the midline of the Playing Third Base
114
body, the glove-hand motion will be a simple lift to the ball
Playing First Base
because the pocket is already facing the ball. If the ball 102
needs to be caught outside the shoulder and farther from Outfield Defensive
176
the body, the glove hand turns so that the elbow is facing Responsibilities
the oncoming ball, turning the pocket 180 degrees. This
technique makes it easier for the fielder to reach for a ball
hit farther away.
Preparing to Throw
An advanced outfielder prepares to throw before she catches the ball by lining up
with the ball and staying behind it, allowing her to begin moving forward through
the catch and immediately into the throw. The skilled outfielder gets momentum into
her throw before she catches the ball, whereas a less-skilled outfielder tends to stay
stationary when she catches the ball and moves into the throw only after securing
the ball in her glove.
(continued)
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Catching Fly Balls (continued)
When catching a fly ball, after the momentum takes the fielder through the catch
and toward the target, the throwing-hand foot plants, turning the instep to face the
target. Many fielders then use the crow hop in which the throwing-hand foot lifts and
crosses over in front of the glove foot, going into the planting motion to help in cover-
ing the distance needed to generate power. The glove foot then strides directly toward
the target, and the fielder releases the ball. To create more power for the long throws
required, outfielders use a bigger arm circle than infielders do and throw more over
the top of the head.
Common Errors
letes how to catch fly balls.
The athlete is catching When the outfielder sets up to catch the ball, make sure that she
the ball behind the head. keeps moving her feet to stay behind the ball. Catching behind the
head results from poor judgment or moving too early into the catch.
The athlete is running at Ensure that the player has the glove hand tucked like a sprinter.
the fly ball with the glove
hand extended.
The athlete is taking too Teach the player to be quicker to get behind the ball and to move
many steps to stop and through the catch toward the throw.
throw after catching a
routine fly ball.
The athlete is not running Be sure that the player’s drop step is far enough back to clear a
back in a direct line to path for the crossover step to go back and not across the front of
catch a ball hit over the the body.
head.
90
Pitching
P itching is the most important component of any

softball game. Because good pitching can silence
good hitting, pitching will often decide the outcome. Key Points
As coaches we often feel comfortable teaching our
The most important
athletes fielding and offensive skills, but we may shy components of
pitching are
away from teaching players about pitching because
we don’t know enough about it. But as in any other • gripping the ball co
athletic movement, the body follows consistent and rrectly,
• using the proper wi
recognizable movement patterns. After you separate ndup,
the skill into understandable parts, you will notice • str id ing an d m ov ing
th e bo dy
that pitching isn’t as unique a movement as you may toward the target,
have believed. • ac hie vin g prop er
ro ta tio n an d
balance,
• using a full arm circle
,
Gripping the Ball Correctly • snapping the wrist on
the release,
and
First, proper grip for a pitch is necessary. The ball • using the proper fol
should rest on the full length of the fingers, not in the low-through.
palm, and the finger pads and thumb should be on a
seam (see figure 4.35). The thumb should be on the
opposite side of the ball from the fingers.
Using the Proper Windup

The windup—or premotion—is the movement to
prepare to throw the ball. The windup should help
the pitcher be relaxed and comfortable. The feet
are apart, the throwing-hand foot is on the front
of the rubber, and the glove-hand foot on the back.
To begin the motion, the hands come together in
front of the body, an action called the presentation
(see figure 4.36a), the weight shifts to the back leg,
and the pivot foot typically turns to allow the body
to rotate (see figure 4.36b). As the weight begins
to shift forward to initiate the pitch, the throwing
arm either pushes down, drops back or reaches up
to begin the arm circle (see figure 4.37, a–c). All
these styles are correct. The key in choosing one Figure 4.35 Proper grip for
is comfort. a pitch.
The windup is an act of getting the stationary
body moving into the pitch. The pitcher should not
exert a lot of effort and waste energy during the windup. The more advanced pitchers
will begin slowly and gather their energy as they go. Less experienced pitchers will
often try to be too quick in the windup and lose that momentum at the release point,
where they need it most. The goal is to stay smooth, comfortable and consistent.
(continued)
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Pitching (continued)
a b
Figure 4.36 Pitcher’s windup for a pitch.
a b c
Figure 4.37 Pitcher’s throwing-arm movement before the arm circle: (a) push
down, (b) drop back, or (c) reach up.
Striding and Moving Toward the Target

Beginning pitchers often overlook the stride and body movement. Better pitchers focus
on these elements. After the weight has transferred to the pivot foot, or throwing-hand
foot, the plant foot strides forward toward the target (see figure 4.38). As the foot lands it
should be turned. If the landing is incorrect, the toes will be pointing toward the catcher.
92
The body then moves in a linear fashion from the
pivot foot toward the target. Also note that, as in
the overhand throw on page 57, the line of force,
which extends from the pivot foot to the target, is
critical. The stride foot should reach forward and
plant on that line. If the foot is off line, the pitcher
will be unable to reach her potential.
Achieving Proper Rotation and Balance

As in the overhand throwing motion discussed
on page 57, the body needs to open, or to rotate
the shoulders and hips, to produce a natural and
powerful pitch. You know this instinctively when
swinging a heavy object in a circle. For example,
picture swinging a bucket of water. We naturally Figure 4.38 Pitcher’s plant
open and let the arm swing in front of the body. f o o t s t r i d i n g t o w a rd t h e
Because this movement is the natural path of the target.
arm, it is the most injury-free movement. Hip rota-
tion is important to producing speed, but speed is not a direct result of it. All aspects
of the pitch will be hampered if the pitcher fails to open or rotate correctly.
As the arm begins the circle going up and back (see figure 4.39), the stride is going
forward at the same time. When the glove-hand foot reaches forward and the throwing
arm reaches back, a natural rotation occurs. That rotation is maintained to some degree
throughout the linear drive forward and the release of the ball. After the ball has passed
the hip, the hips and shoulders continue forward until the body comes to a relatively
closed position. Pitchers vary, however, in the amount of rotation that they use.
To achieve proper balance, accomplished pitchers lean forward to begin the drive toward
the target, but they are always upright and balanced between their feet by the time the arm
reaches the top of the circle. They maintain this balance through release. Just before release
and at release, the throwing-hand shoulder, hip and knee are typically in alignment.
Using a Full Arm Circle

The arm circle that a pitcher uses is simple in theory. Pitchers can master it easily if
they know a few points to focus on and commit to from the beginning. The arm circle
generally starts with the arms pointing down toward the ground. The circle then travels
down the line of force toward the target, up over the head, and then descends down
and forward on the line of force. To be comfortable and prepare the arm and wrist for
a dynamic release, the elbow is never locked and the hand and ball again lag behind
the forearm. Check for correct hand position throughout the circle.
To begin the circle, the ball is pointing down to the ground or to the midline of the body.
Note that the wrist is not cocked and that the hand is loose and allows the arm to move
freely. The arm then circles back behind the body. Before descending, the hand rotates
naturally until the ball is pointed away from the body. The little finger leads the hand on
the descent. On its descent, the hand naturally lags behind the forearm into the release
area. As the hand enters the release point, the arm is long and the hand will square up as it
catapults the ball past the hip. See figure 4.39 for an example of the pitcher’s arm circle.
(continued)
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Pitching (continued)
a b
c d
Figure 4.39 Arm circle for a pitch.
Snapping the Wrist on the Release

The wrist snap on the release should be the key focus for the pitcher. After the pitcher
masters the wrist snap, the body can assist it, but the wrist snap is the key to speed,
control and eventually the ability to throw moving pitches.
The wrist snap is a firm yet relaxed flick of the wrist. The fingers stay long and
throw or push the ball, much like an inverted basketball shot. But the wrist snap for
94
a pitch is a much more powerful and explosive move. As
the pitcher releases the ball, the ball rolls down the fingers At a Glance
until it reaches the finger pads. With a very quick bend at
the wrist, the full length of the fingers pushes, or flicks, the The following parts of
the text offer
ball forward. This action occurs at the bottom of the arm additional information
on pitching.
circle, close to the thigh of the pivot foot. The hand often
appears to roll over after release, which is a good sign of a Throwing
quick and relaxed movement. 56
Two natural movement planes govern the action of the Fielding Ground Balls
in 72
wrist. One is a front-to-back movement, and the other is the Infield
a side-to-side movement. When a pitcher learns to snap Fielding Balls on the Fo
re- 67
the wrist, it will typically do a little of each but it usually hand or Backhand Sid
e
develops more of one than the other. Both are correct as
Defending the Bunt
long as the movement isn’t stiff or forced. 182
Rundowns
191
Proper Follow-Through Pickoffs

186
The follow-through may include some variations, but

there is always a release of tension in the arm, shoulder
and body after release. The arm typically moves past the release point, and the elbow
releases or relaxes. In most pitchers, the forearm and elbow continue past the hip or
release point and float to a natural finish. A point that should be emphasized is that the
follow-through is a natural result of the wrist snap; the follow-through doesn’t create
the wrist snap. The pitcher should focus on releasing the ball correctly and then letting
the arm naturally relax.
Common Errors
letes how to pitch.
The athlete has no wrist Work with the pitcher to isolate the wrist without the full motion,
snap. such as by having her throw the ball into the glove or flip it to the
catcher with just the wrist.
The arm circle is off line or Teach the pitcher to focus on reaching down the line of force
bent. toward the target to begin the motion. The arm is easily controlled
out front. With proper rotation, the arm will continue on a correct
path if it begins on a correct path.
The athlete is striding off Draw a line of force during practice and have the pitcher focus on
line. striding down the line.
The athlete is leaning Have the pitcher start from a stationary and open position. She
forward or bending at the should work on a full circle and release the ball while maintaining
waist on release. the correct posture. Her legs should be slightly bent.
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Catching
Key Points
N o player is more involved in the game than the catcher.
She not only catches every pitch but also directs the
defense and makes defensive plays. And she has the
additional job of handling the pitchers! Great catchers
mponents of
The most important co are quick, durable, game smart and determined. They do
catching are for others on the team. They need to be level headed so
nce when that they make good decisions, and they must be able to
• using the proper sta communicate those decisions to the defense.
receiving the pitch,
• giving signals,
• receiving the pitch, Using the Proper Stance When Receiving
• framing a pitch, the Pitch
the dirt,
• blocking pitches in
• preparing to throw, When receiving the pitch, the catcher needs to use a
• catching pop-ups, stance that allows her to receive the pitch no matter
home, and where it might go and to be prepared to move to make
• making tag plays at
a defensive play. The catcher should squat behind home
• fielding bunts. plate with the feet a little more than shoulder-width
apart, weight balanced and toes turned slightly out-
ward (see figure 4.40). The catcher should be able to
shift her weight from side to side by using her ankles, called an ankle sway, as shown
in figure 4.41. In addition, the catcher wants to be as far forward as she can without
risk of being hit by the batter.
Figure 4.40 Catcher’s stance Figure 4.41 Ankle sway.

when receiving a pitch.
96
Giving Signals
To give a signal properly, the catcher waits until the pitcher is on the mound, places
the glove hand outside her knee or shin to block the view of the opposing team and
keeps her knees just far enough apart to let the defense see the signal. The throwing
hand should be close to the body and between the legs.
Receiving the Pitch

Receiving the pitch is an art. The catcher sets up not only to draw the pitcher’s atten-
tion and, ideally, the pitch to a specific area but also to try to convince the umpire that
the pitch was a strike. After giving the signal, the catcher may shift her stance in line
with the side of the plate that she wants the ball to cross. If the pitcher doesn’t have
that kind of control or is exceptionally advanced and doesn’t need a target, the catcher
can stay in the center of the plate.
The catcher gives the pitcher a target by extending the glove arm with a relaxed
elbow and the pocket open to the pitcher. The throwing hand should be out of the way
of the ball and held down behind the ankle. After the pitcher has started her motion,
the catcher should loosen for the catch and for the possibility of needing to move for
the catch. The catcher should relax the wrist of the glove hand, allowing a slight rolling
move of the glove. This action helps the hand release from a stiff target and be ready
to move to the ball. The catcher may want to use a slight ankle sway to have a little
movement so that she can move quickly from a difficult squat position. To make the
catch, the catcher can give slightly with the ball and bring it into the body (see figure
4.42a), or she can catch the pitch with a strong arm and hand, not giving with it but
rather sticking the pitch (see figure 4.42b).
a b
Figure 4.42 Catching the pitch: (a) giving with the pitch or (b)
sticking the pitch.
(continued)
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Catching (continued)
Framing a Pitch
Framing is simply catching a borderline pitch in a way that helps an umpire see it as
a strike. Framing is done by turning the wrist slightly on the catch so that the pocket
faces the middle of the strike zone. The catcher will feel as if she is catching the outside
of the ball. The action is a smooth wrist turn, not a jerky motion. Catchers should use
this technique for borderline pitches only, not for obvious balls.
Blocking Pitches in the Dirt

Blocking is a technique in which the catcher uses the body as a wall to keep a pitch
that goes in the dirt from getting past her. To block, the catcher stays low and pushes
with the ankles to move in front of the pitch. The catcher goes to her knees and spreads
them far enough for good balance and to center the pitch, with her weight on the inside
half of either knee. The throwing hand is behind the glove, and the catcher moves the
glove in close to the body and between the knees to help create a wall. The shoulders
round forward, the chin is tucked to the chest, and the elbows are outside the body.
The catcher should think of her body as a satellite dish at this point. She wants to be
sure to face forward so that if the ball hits her body and not the glove, it will drop right
in front of her. If she is turned on an angle, the ball will hit her and glance off, going
to the backstop. The catcher should be soft to absorb the ball.
If the ball is directly at the catcher in the dirt, the body position is the same, but the
catcher simply drops to her knees right where she is. The knees should replace the feet
so that the catcher isn’t going forward when moving to her knees.
Preparing to Throw
A catcher’s throw needs to be the quickest on the team. When a runner is on base and
the catcher anticipates a throw, she adjusts her stance to be ready by dropping the
throwing-hand foot back slightly and opening the toe. By lifting the hips slightly (the
catcher must be sure not to rise too high and block the umpire’s view), the catcher will
be able to move forward more quickly. After receiving the pitch, the throwing hand
meets the glove hand on its way back to the throwing-side ear (see figure 4.43a). At the
same time, the catcher comes out of her squat far enough to use her legs but not stand
completely straight. As the hands come to the ear, the elbows lift and the shoulders
and hips rotate in line with the target (see figure 4.43b). The throwing-hand foot slides
directly under the body to help drive the body in a direct line to the target. The instep is
facing the target. To shorten and quicken the throw, the catcher takes the ball straight
back from the ear to a position behind the body at head level and strides toward the
target, using correct mechanics to release the ball.
98
a b
Figure 4.43 Catcher making a throw after catching a pitch.
Catching Pop-Ups
When a hitter pops up a ball to the catcher, the catcher should remove her mask and
hold it in her hand as she locates the ball. After she spots the ball, she tosses the mask
in the opposite direction to get it away from her feet. She should then turn her back
to the infield and move so that the ball appears to be directly over her forehead. The
catcher should keep her feet moving because the ball will appear to move as it comes
down. She catches the ball by reaching up above the head with both hands.
Making Tag Plays at Home

When making a tag play at home, the proper sequence should be to discard the mask,
set up in a correct stance, catch the ball and then place the tag. But catchers often
become anxious, lose focus and make the mistake of trying to place the tag before they
catch the ball. They must focus on the ball, not the runner.
First, taking the proper stance to receive the ball and place the tag will help the
catcher be confident about controlling the situation and will help her avoid getting
hurt on contact. The catcher should set up in front of the plate, within one step of
(continued)
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Catching (continued)
the plate and with the toe of the left foot point-
ing at the runner (see figure 4.44). If the catcher
sets up completely blocking the plate, she has no
idea where the runner will go, whereas if she is
in front of the plate, she gives the back corner to
the runner and knows where the runner will go.
This setup allows the catcher to plan for a slide
that she knows will take place to her side.
The catcher then forms a triangle with the ball
and the runner (see figure 4.45). If the throw is
easy to catch (in the air or a long hop) the catcher
can have her shoulders and feet turned more
toward the runner. If the throw will be difficult to
handle, the catcher should square to the ball and
use the body to block it. The catcher should also
remember to let the ball come to her because the
ball travels much faster than the body does. If a
catcher reaches out to catch the ball, she will be
much slower than she would be by letting the ball
travel the full distance.
After the catcher has caught the ball, the left foot,
Figure 4.44 Catcher setting up which is pointing at the runner, can shift more to
to make a tag play at home. the foul line and help the catcher take away the
back corner of the plate, in essence blocking the
entire plate. By having the toe of the
left foot pointing toward the runner,
F the shinguard is facing the runner and
the knee is at an angle to give properly
should a collision occur. A runner’s
slide into the side of the catcher’s leg
may cause serious injury.
To place the tag, the catcher should
R
hold the ball with the bare hand and
cover it with the mitt. The back of the
mitt should be facing the runner. In
C this position the catcher can safely
secure the ball, and the body can move
normally if a collision occurs. If pos-
Figure 4.45 Catcher positioning in a tri- sible the catcher should hold the ball
angle with the ball and the runner. and glove close to the body to keep
E4408/ASEP/4.46/312598/JenG/R1
the ball from being knocked out of
the glove. If a collision is certain, the
catcher can absorb the impact by staying low, keeping the ball in the glove and against
the body and tucking the head. She doesn’t need to worry about placing a tag during a
collision; she can just keep the arms and hands against the body and let the runner come
into her. A good umpire will call the runner out if the play is close and the catcher holds
on to the ball.
100
Fielding Bunts At a Glance
On a bunted ball that is close to the catcher, the catcher The following parts of
comes up out of her squat as quickly as possible while taking the text offer
off the mask and tossing it to the side. The approach to the on catching.
ball depends on where the ball is and where the throw needs
Throwing
to go. In every case, the catcher should step past the ball with 56
the glove foot to be sure that the ball is centered between Infield Defensive Resp
on- 170
her feet, which are in line with the throwing target. If the sibilities
ball is still moving, she uses both hands to field it, using Defending the Bunt
the glove like a backstop for the throwing hand to push the 182
ball against and secure a firm grip. If the ball is stationary, Pic kof fs
186
the catcher can barehand the ball by pushing it into the Rundowns
ground with the throwing hand to obtain a secure grip. 191
By fielding the bunt toward the target, the catcher uses d- 195
Third Play
controlled momentum to be quick and to throw the ball
with more force. The key is proper setup. If the ball is
bunted toward third base and the throw needs to go to first
base, a right-handed catcher needs to get around the ball quickly
to get her feet and shoulders in line with the target. When the ball is bunted toward
first base and the throw is going to first, the footwork is easy because proper setup
takes the catcher in line to the target.
Common Errors
how to play the catching position.
The athlete is falling to The catcher’s weight has probably shifted to the outside of the knee.
the side when moving Teach the catcher to control her body weight by keeping it in between
to block. the knees.
The athlete is taking a Teach the catcher to keep her body weight forward of the back leg as
long time to throw the she comes out of her squat and to move the throwing hand quickly to
ball. the glove to get the ball.
The athlete is drop- Ensure that the catcher gets under the ball quickly. The ball will keep
ping pop-ups. moving, and the catcher will be able to adjust only if she starts from
under the ball. In addition, the catcher should catch the ball above her
head if possible.
The athlete is throwing Poor throws usually occur because the feet aren’t lined up to the target.
off line after fielding The catcher should have the ball under the nose and between the feet
bunts. when fielding it, and the feet should already be lined up with the throw.
Runners are backdoor The catcher is setting up too far away from the plate in the infield. She
sliding around the should be one drop step away from completely covering the back edge
catcher at home. of the plate.
The ball is popping Check the glove. Catchers’ mitts are stiff and sometimes too heavy to
out of the glove after control. Help your catcher break in her mitt.
the catcher catches it.
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Playing First Base
Key Points
T he greatest assets for a first-base player are quick feet
and strong catching ability.
A tall player who is quick enough to catch balls in the
dirt has an advantage because she has additional reach
mponents of
The most important co for throws that aren’t right on target. First-base play-
playing first base are ers will have more putouts than anyone else, so every
sition, minute of practice time that they spend in developing
• being in the ready po their catching skills is worthwhile. In addition, note
• fielding bunts, that a left-handed player at the first-base position has
force-outs,
• receiving throws for an advantage over a right-handed player because she
me, and doesn’t have to pivot to throw to other bases and her
• making cutoffs to ho
third glove hand is closer to the infield, allowing her to cover
• receiving a dropped more area.
strike.
Being in the Ready Position

The ready position for the first-base player is closer to the plate than the position for a
middle infielder because the first-base player needs to field both batted balls and bunts
(see “Fielding a Bunt” later in this
skill). In a normal hitting situa-
tion, the first-base player should
be positioned 4 to 5 feet in front of
first base and close enough to the
1B
foul line to be able to field a ball
hit directly down the line with one
crossover step (see figure 4.46).
In the ready position, the first-
base player’s feet are spread
Figure 4.46 First-base player’s positioning slightly wider than shoulder-
for a normal hitting situation. width apart. The glove-hand foot
E4408/ASEP/4.47/312599/JenG/R1 is positioned slightly forward of
the throwing-hand foot so that the
player can move quickly in any
direction (see figure 4.47). The
first-base player’s ready position
is low because she is close to the
hitter and may not have time to
get lower when the ball is hit. The
player’s knees and waist are bent,
and the back is flattened enough
so that she can field a ball hit
at her feet. Both hands are held
out in front of the body, and the
pocket is open with the palm up so
that the player can see the glove.
The head is lifted, and the player
Figure 4.47 Ready position for the first-
should focus on the contact area
base player.
of the strike zone.
102
Fielding a Bunt
If the situation at the plate calls
for a possible bunt, the first-
base player will begin to move
in the ready position to a point
about halfway to the plate after
the batter has squared to bunt 1B
(see figure 4.48). Note, however,
that if the batter is left-handed,
the first-base player may not
want to move quite so close. Figure 4.48 First-base player’s position-
She needs to make sure that she ing for a bunt.
times her move appropriately
E4408/ASEP/4.49/312601/JenG/R2-alw
because if she waits too long,
she may not get there in time
or may have to sprint forward,
leaving her vulnerable to a hard
bunt or push. See Defending
the Bunt in chapter 6 for more
information on this topic.
The approach to the ball
depends on where the ball goes
and where the throw needs to
be made. In every case, the first-
base player should step past
the ball with the glove-hand
foot to be sure that the ball is
centered between her feet, and
the feet should be positioned in
line with the throwing target Figure 4.49 First-base player setting up to field
(see figure 4.49). Her knees a bunt.
and waist should be bent and
her back flat so that she can get
low to the ball. If the ball is still moving, the player uses both hands to field it and uses
the glove like a backstop for the throwing hand to push the ball against and secure a
firm grip (see figure 4.50a). If the ball is stationary, the player should barehand the
ball by pushing it into the ground with the throwing hand to obtain a secure grip (see
figure 4.50b).
As the first-base player fields the ball, she should stay low and stride directly at the
target to throw the ball, letting her weight shift almost entirely to the throwing-hand
foot (see figure 4.51). As she throws the ball, the weight drives off the back foot to the
front, making the only momentum into the throw from the weight shift. A first-base
player’s throws are usually back to first or to second, so she generally has no momen-
tum and typically does not move through fielding a bunt into a throw. Therefore, to
speed up the throw, the throw should start with an arm circle that goes directly back
instead of looping down and around, as shown in figure 4.51.
(continued)
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Playing First Base (continued)
b
Figure 4.50 Securing the ball with (a) two hands
and (b) one hand.
Figure 4.51 First-base player making a throw.
104
Receiving Throws for Force-Outs
When a ball is hit to the infield, the first-base player sprints to first base in antici-
pation of a throw to first. She drops the right foot back directly toward first base
to allow a direct line to first and turn herself in a direction that allows her to stay
open to the infield (see figure 4.52a). After the drop step, the player faces first base
(see figure 4.52b) and sprints to a position directly between the base and the fielder
with the ball, placing the ball of the throwing-hand foot on the edge of the base,
facing the direction of the throw and giving the fielder a target using both hands
(see figure 4.52c). After the throw is on its way, the player should stride toward it
with the glove-hand foot, which allows the greatest reach. Note that the timing of
the step is important. If the player is too early and the ball does not go where she
expects it to, she won’t be in position to adjust to it. In addition, if a runner is on
any of the other bases, the first-base player should make the catch with two hands
so that she can be quick to transition into making a throw if other runners continue
to run.
a b c
Figure 4.52 First-base player setting up to receive a throw at first base.
If a ball is thrown short of the first-base player, she will need to adjust her stride
to reach it. For long hops, the player does not step forward to catch the ball. Instead,
she stays back and lets the ball come to her. For short hops, the player takes a long
stride so that she can reach the ball before it bounces or a short stride close to the
spot where the ball will bounce. In the latter case, she uses a wrist snap on the catch
to control the catch because she is catching it right after it bounces. The key is get-
ting the glove extremely close to and directly behind the bounce, and executing a
forward snap of the glove pocket through the ball. If the throw happens to result in
the dreaded medium hop, the best way to handle it is to take an aggressive stride and
reach out in an attempt to make it a short hop. The last rule about receiving throws
at first is that if the ball is thrown too wide for the first-base player to catch it, she
should leave the base and go to the ball in an attempt to stop it.
(continued)
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Playing First Base (continued)
When a ground ball is hit hard to right field, the right fielder may be able to throw
out the runner at first base. A right-handed first-base player again sprints to the bag,
faces the right fielder and puts her throwing-hand foot against the bag. A left-handed
first-base player needs to place the throwing-hand foot on the corner of the base closer
to the right fielder, still inside the base path. Then, as the ball approaches, the first-base
player stretches with the glove-hand foot to catch the ball. With no runners on, the
catcher should back up the play because a throw wide to the foul line won’t be safe for
the first-base player to retrieve. To do that, the first-base player would need to cross
over the base path, possibly colliding with the runner.
Making Cutoffs to Home

The most common defense
F used to attempt to throw out
runners at home and still be
able to stop the ball and redi-
rect it to another base has the
first-base player as the cutoff.
This defense is used only when
1B
the ball is hit deep enough to
the outfield to warrant a throw
home and when the first-base
player has no immediate play
Figure 4.53 First-base player lining up with the at first on the hit.
outfield player for the cutoff. For a cutoff, after the ball
E4408/ASEP/4.54/312609/JenG/R2-alw goes past the infield, the first-
base player moves to the middle
of the field about pitching distance from home plate, and the pitcher leaves the mound
to back up the throw to home (see figure 4.53). The first-base player lines up with the
outfielder who fields the ball to act as a cutoff and intercept the throw, if necessary.
Receiving a Dropped Third Strike

The rules of softball allow the
runner to run to first if it isn’t occu-
pied and there are less than two
outs when the catcher drops a third
strike. If the batter reaches the base
1B
before the catcher can either tag her
or throw the ball to first, the runner
is considered safe. A dropped third
strike will most likely go behind the
C
catcher, so to help the catcher make
a good throw, the first-base player
Figure 4.54 First-base player receiving a should assume a position outside
E4408/ASEP/4.55/312610/JenG/R2-alw
throw from the catcher outside the line. the foul line next to first base (see
figure 4.54). By being in that posi-
106
tion, the first-base player creates a clear path between the
catcher and herself. Because the catcher is concerned with At a Glance
getting the ball and is not looking at the runner, the first-base
player is responsible for recognizing the clear path, moving The following parts of
the text offer
to it while still being able to touch first base and communi- additional infor matio
n on playing
cating calmly to the catcher her position by loudly saying first base.
“Outside.” The catcher then knows the general area to throw
to and that the fielder is there waiting. Infield Throws
61
re- 67
hand or Backhand Sid
e
Fielding Ground Balls
in 72
the Infield
Defending the Bunt

182
Pickoffs
186
d- 195
Third Play
Common Errors
letes how to play first base.
The athlete is missing balls Make sure that the player’s stride into the catch occurs after the
from the infield that are throw is on its way. Remind the first-base player that if a throw is
thrown a little wide of first. too wide for her to catch, she should leave the base.
The athlete is mishandling The first-base player should call loudly and then center the ball
bunts. with her feet. She should be sure to push the ball either into the
glove or into the ground to secure it.
The athlete is bobbling The player should be more aggressive in sticking the catch (hold-
balls thrown to first for ing the glove hand still after the catch) and in pushing through the
force-outs. catch of a ball in the dirt.
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Playing Second Base
Key Points
T he second-base player is often referred to as the
quarterback of the infield because she is involved in
most defensive plays. In turn, infield defense is much
more cohesive and solid when the second-base player
components of
The most important is vocal and stays one step ahead of the offense. A good
are
playing second base second-base player needs to have great range, quick feet,
sition, good game sense to anticipate what is coming, leader-
• being in the ready po ship ability, good fielding skills, ability to catch throws
,
• fielding ground balls to bases and ability to move back quickly on hits to the
s at first
• receiving bunt throw outfield. The second-base player doesn’t need to have a
base, strong arm, just an accurate and quick one.
the outfield,
• relaying throws from
k for force-
• using proper footwor Ready Position
, and
outs and double plays
ows for
• using the proper thr The ready position for middle infielders is more
double plays. upright than the position that corner players use.
Because the distance from home to second is longer
than the distance from home to first or third, the player
has more time to drop down to the ball so she doesn’t need to have the glove close to
the ground. The most important aspect of the ready position for the second-base player
is to make possible a quick first step so that the player can cover a lot of ground. To
take the ready position, the feet should be spread slightly wider than shoulder-width
and the glove foot should be slightly in front of the throwing-hand foot. The player can
then move quickly in all directions. The glove hand should be held out with a relaxed
elbow (see figure 4.55). The knees and waist are bent enough to keep the balance on
the balls of the feet, and the shoulders are positioned over the knees. The second-base
player doesn’t have her back as flat as the corner players do because she doesn’t need
to be as low.
The players in the middle infield set up
according to the situation. The second-base
player sets up deep if no runners are on base
(see figure 4.56a) and more shallow when
runners are on and she needs to cover first or
second on a throw or throw home (see figure
4.56b). She also adjusts more toward second
if the defensive play calls for her to take the
throws at second, and she moves more toward
first if she needs to cover throws at first.
Before the ball is hit, the second-base player
needs to think about what the situation is and
where she will need to go. She then adjusts
her starting position so that she can get there
in time. Note that a second-base player should
be right-handed. The most common play for a
second-base player is a throw to first base. A
Figure 4.55 Ready position for left-handed second-base player must turn 180
the second-base player. degrees, a maneuver that requires too much
time and coordination.
108
2B
2B
a b
Figure 4.56 Second-base player’s positioning (a) with no runners on base and
(b) with runners on base.
E4408/ASEP/4.57a/312612/JenG/R1 E4408/ASEP/4.57b/312613/JenG/R1

Middle infielders have more time than corner infielders to center the ball and move
through it using the correct angles (see “Fielding Ground Balls in the Infield” on page 72
for more information). The second-base player has a greater challenge than the cor-
ners do in controlling momentum in the forehands and backhands and transitioning
into throws because she is often sprinting through the ball (see “Fielding Balls on the
Forehand or Backhand Side” on page 67 for more information).
One of the most challenging plays for the second-base player is the slow-rolling
ground ball hit in her direction. In this situation, she must determine whether the
first-base player will cut off the grounder. If that happens, she will need to cover the
throw at first. She may decide to call off the first-base player and take the grounder
herself. She must make an immediate decision and may need to be somewhere else
very quickly. If she hesitates, the runner will be safe. The second-base player must
charge the slow roller hard and then control her weight as she moves through the ball.
If she charges the slow roller and then begins to back up before the ball is in the glove
in preparation to make the throw, she will have her weight on her heels and will likely
mishandle the ball.
Receiving Bunt Throws at First Base

Because fast-pitch softball teams often
use the bunt as an offensive strategy,
the second-base player must learn the 2B
skill of covering the throw at first base.
In baseball, the middle infielders turn
many more double plays than their
counterparts do in softball, but in soft-
ball bunting is much more common.
In a bunt situation the second-base
player adjusts to a shallower position Figure 4.57 Second-base player’s posi-
and moves closer to first base before tioning for a bunt.
the ball is hit (see figure 4.57). If she E4408/ASEP/4.58/312614/JenG/R2-alw
(continued)
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Playing Second Base (continued)
is too far from first, she will need to leave

her position too early to get there in time.
Because she should hold her position until
the ball has crossed the plate, she needs to
be close enough to first to do both—hold her
position yet be able to reach first in time for
a throw.
After the ball has been bunted, the second-
base player approaches first at a sprint. When
she is close to the base, she plants the left foot
against the side of the bag to stop forward
momentum. Because the runner is close to the
line of the throw on most bunts, the second-
base player should always set up inside the
base path to avoid collision (see figure 4.58).
The second-base player won’t have time to
set her feet to stretch for the catch as a first-
Figure 4.58 Second-base player base player does, so after planting the left foot
receiving a throw on a bunt. against the base she needs to face the fielder
making the throw and assume the best ath-
letic position possible, providing a two-hand
target for the thrower. A two-handed catch is recommended because another runner
will be on base and an additional quick throw may be necessary.
Relaying Throws From the Outfield

When an outfielder is required to make a long throw to the infield or to home, the
middle infielders act as a relay to help cover the distance and aid in accuracy. Although
relaying the throw home from the outfield isn’t a difficult skill, there are a few points
that will help the second-base player be more effective. The second-base player should
go out as deep in the outfield as necessary, according to her skill level and the out-
fielder’s, to be in a position to receive a good throw from the outfielder. She lines up
directly between home plate and the outfielder. The second-base player should then
communicate to the outfielder her position to help the outfielder identify the direction
in which she will throw before she turns to release the ball.
To receive the throw, the second-base player faces the outfielder and raises both
arms to provide a big target. She stays mobile by keeping her feet moving. After the
ball is on its way, the second-base player will likely have to adjust to one side or the
other and either forward or backward to catch the ball and still be able to move into
her throw. When the ball approaches, the fielder turns toward the glove-hand side and
opens sideways to the ball, in line with the direction in which she wishes to throw. At
the same time, she wants to start moving backward toward the infield. She should actu-
ally catch the ball after she has turned and is moving back, which helps her transition
quickly and gives her more momentum into her throw. Because the throw may be a
long one, movement into the throw is critical for making a strong throw. She should
be sure to listen to her teammates in the field so that she knows where the throw needs
to go. Adjustments often happen on the fly, and the relay may have to go to a different
spot than originally thought.
110
Proper Footwork for Force-Outs and Double Plays
Although the double play doesn’t happen as often in softball as it does in baseball, middle
infielders still need to master the skill of turning the double play. When the ball is hit to
the left side of the infield with a runner on base, the second-base player takes the throw
at second. Depending on how quickly the ball gets to second in relation to the runner
and the accuracy of the throw, the play may be a force-out or turn into a double play.
In either case, the second-base player should sprint to second and set up with the base
between her and the fielder making the throw. If the play is going to be close at second,
the second-base player crosses over the base and receives the throw like a first-base
player. The throwing-hand foot stays on the edge of the base, and as the throw gets closer
the player strides with the glove-hand foot to catch the ball. In this situation, there is no
chance for a double play because the second-base player will have stretched to make the
catch and won’t be able to recover her feet to make another throw in time.
If there is time for a double play, two options are available for catching and throw-
ing the ball. Assuming that the second-base player is right-handed, her footwork to
touch the bag and then make the throw will be a left, right, left combination. When the
second-base player has set up with second base between her and the fielder throwing
the ball, she can either catch and throw on that same side of the base or cross over the
base in the process of catching the ball.
If the second-base player gets to the base just in time to catch the thrown ball, she
does not want to cross over the bag because doing so will take too much time. She steps
with the left foot on the base (see figure 4.59a) and may have already caught the ball or
will catch it at the same time that she touches the bag. The player then pushes off the
base, steps back with the right foot (see figure 4.59b) and then steps toward first with
the left again to throw the ball to first (see figure 4.59c). The footwork is left, right, left.
If she steps on the bag with the right foot, she will have to take a couple of extra steps
to get away from the runner and still get her feet lined up for the throw.
a b c
Figure 4.59 Second-base player receiving a throw for a double play when
reaching the base just in time.
(continued)
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Playing Second Base (continued)
If the second-base player gets to the base in plenty of time

to receive the throw, she may want to cross over to catch the
At a Glance ball because that is a quicker way to the ball. For the cross-
the text offer over, the player steps on the bag with the left foot, strides
n on playing over the base while catching the ball, plants with the right
additional infor matio
foot to stop momentum and redirects her motion with a
second base.
left-foot stride to first as she throws. The footwork is again
61
left, right, left. The key to a correct start is getting the left
Infield Throws foot on the base and controlling balance to be able to move
re- 67 from the catch into the throw.
ckh an d Sid e
hand or Ba
in 72
the Infield
Proper Throws for Double Plays
87
Catching Fly Balls Although most middle infielders want to practice their foot-
- 170 work more often than their feeds, if the feed isn’t good, the
ield Defensive Respon
Inf
sibilities
footwork won’t matter. If the ball is hit to the second-base
182 player, her first decision is whether to make the double play
Defending the Bunt unassisted or to make a throw. As a rule, if the second-base
186 player can field the ball and get to second as quickly as a
Pickoffs
191 throw to the shortstop would, she should make the play
Rundowns herself. But when a throw is necessary, the second-base
Fir st- an d- 195 player should know the different variations—the scoop
Defen din g the
Third Play throw, the three-quarter throw with a half pivot (some-
times called a dropped-knee feed) and the full throw to
cover a long distance.
The scoop throw, or underhand toss, as shown in figure 4.8 on
page 64 of “Infield Throws,” is used when the second-base player’s momentum takes
her close to second. The scoop throw is the easiest and generally the most accurate.
The key is making sure to face the shortstop with squared shoulders and then moving
through the toss.
The three-quarter throw with a half pivot is used when the ball is hit directly at the
second-base player and she is a little too far from the base to use an underhand toss.
After the ball is in the glove, the second-base player drops to the glove-hand knee
while rotating her shoulders so that the glove shoulder points to second base (see
figure 4.60a). From that position, the fielder uses only the upper body to throw the
ball (see figure 4.60b). The throw is quick but not hard.
The full throw is necessary when the ball is hit closer to first base and a longer
throw is necessary. The second-base player fields the ball using a forehand and moving
through the ball. She plants the throwing-hand foot to stop forward movement and
redirects her motion into the throw to second. She turns her back to the infield as she
plants the throwing-hand foot and then strides at second with the glove-hand foot to
make the throw.
112
a b
Figure 4.60 Three-quarter throw with half pivot.
Common Errors
letes how to play second base.
This athlete is making Teach players to make it a habit to move through the ball with quiet
errors when fielding hands to eliminate errors.
ground balls.
This athlete is colliding The thrower most likely causes this kind of error. The thrower must
with runners at first when make every effort to throw down the line, not across it.
taking bunt throws.
The outfielder’s relay throw Teach players to move far enough out so that they can receive a
is landing at the feet of the good throw from the outfielder. They usually need to move farther
second-base player. out than they suspect because they also want to back up as they
catch the ball.
This athlete is making poor Almost without exception, poor underhand tosses occur because
underhand tosses. the fielder is not following her toss. Have the thrower move with the
toss.
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Playing Third Base
Key Points
A player needs quick hands and a steady heart to play third
base. At third, a quick glove is more important than
quick feet. The player must be able to execute backhands
and forehands without doing any footwork because time
mponents
The most important co is often lacking. Intuition is also important for the third-
are
of playing third base base player because she needs to react to a wide range of
sition, ball speed.
• being in the ready po
,
• fielding ground balls
• fielding bunts,
d
• making tag plays, an
eze bunt. The ready position for corner players is lower and closer
• defending the sque
to the plate than the position that middle infielders take.
The feet are spread slightly wider than shoulder-width
apart, and the glove-hand foot is positioned slightly more
forward of the throwing-hand foot so that the player can move quickly in any direc-
tion (see figure 4.61). The knees and waist are bent, and the back is flattened. Both
hands are forward, the glove hand in particular, and the pocket is open, with the palm
up. The head is lifted so that the player can look at the contact area of the strike zone.
Because the third-base player is close to the hitter, she may not have time to get lower
when the ball is hit to her. Therefore, she must be low enough on the setup to field a
ball hit at her feet.
Figure 4.61 Third-base player’s ready position.
In a hitting situation, the third-base player should be positioned even with or slightly
in front of third base. She should be close enough to the foul line that she can field a
ball hit directly down the line with one crossover step (see figure 4.62a). If the hitter
is a left-handed slap hitter, the third-base player should move closer to the plate and
slightly off the line (see figure 4.62b). If the situation calls for a possible bunt, the third-
base player moves up about halfway because she is the player most likely to field the
bunt (see figure 4.62c).
114
3B
3B
E4408/ASEP/4.63a/312624/JenG/R1
3B
E4408/ASEP/4.63b/312625/JenG/R1
Figure 4.62 Third-base player’s positioning (a) for a normal hitting situation,
(b) when the hitter is a left-handed slap hitter, and (c) for a bunt.
E4408/ASEP/4.63c/312626/JenG/R2-alw

Ground balls hit to third can vary greatly in speed, but generally they are hit pretty
hard. Only in a few instances will the third-base player have time to center the
ball with proper angles,
although she should try
to do so on each hit. The
third-base player will likely
have just enough time to
take a crossover step and
stop the ball hit close to
her with a forehand or
backhand. When a ball is
hit hard right at her, she
may want to drop one knee
in a blocking motion while
she fields the ball with her
glove (see figure 4.63).
Figure 4.63 Third-base player blocking a hard-hit
ground ball.
(continued)
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Playing Third Base (continued)
The third-base player is responsible

for cutting off slow-rolling ground
balls hit in the direction of the short-
stop. If the third-base player can reach
the ball and field it with a forehand
(see figure 4.64), she will be able to
make a quicker play and have a better
chance to get the out. On this play she
must be able to adjust her momentum
into the direction of the throw. When
fielding any ball to the left with a
forehand, she moves quickly across
the path of the ball to intercept it. Her
momentum will have her facing the
second-base area. If she simply stops,
Figure 4.64 Third-base player fielding a her body will be lined up to throw to
ball using a forehand. left field.
When making the throw to first,
although it isn’t a long one, the third-
base player must line up the feet, hips and shoulders with the target. This technique
will not only ensure a better throw but also protect the throwing arm from injury. After
the ball is in the glove, the third-base player should have time to take a couple of quick
shuffle steps to adjust her angle, regain proper balance and control her momentum.
When taking these steps, the player should keep the knees bent and move quickly to
get the instep of the throwing-hand foot and the glove-hand shoulder turned to the
target. A good practice is to take one more shuffle step to the target after lining up
to help ensure the proper angle and control the pace. See figure 4.65, a and b for an
example of the shuffle steps.
a b
Figure 4.65 Third-base player using shuffle steps to adjust her
angle.
116
Lining up to make a throw after
fielding a backhand (on balls hit to
the foul line) is much more natural
because the body will already be
turned in the correct direction. The key
is to take one step past the backhand
(see figure 4.66). After the ball is in
the glove, the third-base player takes
one more step with the throwing-hand
foot in the direction (toward the foul
line) that the ground ball took her.
This second step is a planting motion
that stops the forward momentum
and reverses the body to throw back
across the infield. Stepping with the Figure 4.66 Third-base player fielding a
glove-hand foot in the direction of the ball using a backhand.
target will help with accuracy.
Fielding Bunts
The third-base player will likely field most bunts because she can use her momentum
into the throw. The third-base player is generally more aggressive coming forward
toward the ball than the pitcher or first-base player can be. Therefore, third-base play-
ers should work to become proficient at this skill.
When the situation calls for a possible bunt, the first- and third-base players want
to be just close enough to be able to make an out, typically a position halfway up the
line. After the batter has squared to bunt, the corners begin to creep as close to the
plate as they can. If the fielder is nervous about getting close to the hitter and stays
back, she is susceptible to not getting there in time or having to sprint forward, which
leaves her vulnerable to a hard bunt or push. After the ball is bunted, communication
between the corners, pitcher and catcher is necessary. If the third-base player is going
to field the ball, she yells, “Mine” loudly and repeats it so that the others know to move
out of the way.
The approach to the ball depends on where it is and where the throw needs to go.
In every case, the fielder should step past the ball with the glove foot so that she can
center the ball between her feet and place the feet in line with the throwing target. If
the ball is still moving, she should use both hands to field it, using the glove as a back-
stop for the throwing hand to push the ball against and secure a firm grip. If the ball
is stationary, she barehands the ball by pushing it into the ground with the throwing
hand to obtain a secure grip.
As mentioned previously, the third-base player has an advantage in fielding bunts
because her momentum takes her through the ball and into the throw. Because she
has this momentum, she is usually the quickest in getting the bunt and making the
throw. If the throw is going back to third, however, the third-base player will need
to shift her weight almost entirely to the throwing-hand foot. As she is throwing the
ball, the weight drives off the back foot to the front. The momentum into the throw is
from the weight shift only. Additionally, if the third-base player does not field the ball,
she should return quickly to third base to keep the runner who has been advanced to
second from running to third.
(continued)
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Making Tag Plays

Receiving a throw immediately before having
to place a tag takes discipline and focus
because it is all too easy to be distracted
by the runner or to attempt the tag before
catching the ball. The third-base player has
two options to set up and receive the throw.
First, she can straddle the base, placing her
feet toward the back of the bag so that most
of it is in front of her. This position makes it
easier to adjust to either side if the throw is
wide (see figure 4.67). She can then place the
tag directly in front of her.
Second, the third-base player can set up on
the side of the base that the ball is coming
from. For example, if the throw is from the
right side of the bag, the third-base player
Figure 4.67 Third-base player set- places the side of the left foot against the
ting up for a tag play by straddling inside of the bag. If the throw is from the
the base. left side of the bag, the player sets up with
the side of the right foot on the outside of the
bag. The advantage to this method is that the
fielder is generally out of the running lane, reducing the chance that the throw will hit
the runner. The disadvantage is that placing the tag may require more time.
As with any tag placed by a defensive player, the third-base player should let the ball
travel all the way to the base, when possible, because reaching out for it and bringing
it back is much slower. The player should catch the ball at the base and let the runner
slide into the glove and tag herself out. After catching the ball, the player should turn
the glove so that the back of the glove is against the runner, protecting the ball from
being knocked loose. This technique is also the safest way for the wrist to bend if the
runner slides hard.
If the throw is wide of the base the fielder will have to reach for the ball and pull it
back to the bag in a sweeping motion, using a sweep tag (see figure 4.68, a and b). If
the ball is high but right above the base, the fielder catches the ball and quickly snaps
the glove straight down to place the tag, using what is called a pop tag (see figure 4.69,
a and b). The third-base player should be able to use all these types of tags and know
which one to use according to where the ball is.
It would be great to think that all throws a fielder receives would be close enough
to the base to allow the fielder to stay in her initial setup. However, it’s more often not
the case. At third base in particular, it’s critical that players learn to leave the base and
go to the ball if the throw is off line. The tag is secondary to catching or stopping the
ball. “Ball first, tag second” is a good mantra for all fielders. If a third-base player stays
rooted to the ground and doesn’t move to get a ball thrown off line, the chances are that
the ball will get by her, and the runner then has an excellent opportunity to score. The
more difficult the throw is to handle, the more important it is that the fielder move to
get in front of the ball that might take her away from an easy tag. Keep the feet light
on the ground and adjust to the ball.
118
a b
Figure 4.68 Sweep tag.
a b
Figure 4.69 Pop tag.
(continued)
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Defending the Squeeze Bunt

At a Glance
The third-base player should position a little farther back
the text offer
The following parts of from home on a squeeze bunt than she might on a sacrifice
n on playing
additional infor matio bunt because the hitter could also hit away to score the
third base. runner at third. Therefore, the third-base player must be
alert to the movements of the hitter. After the hitter squares
56 to bunt, the third-base player needs to charge hard to the
Throwing
61 ball, approaching it so that she fields it on the throwing-
Infield Throws hand side. If possible, the player should not field it on the
re- 67 glove side because she will then have to use a backhand
nd or Ba ckh an d Sid e flip, which is less dependable. As the third-base player gets
ha
in the 72 to the ball, she should be low and in control. She should
Fielding Ground Balls field the ball with the throwing hand by using the glove
Infield
as a backstop or the ground to push against. The toss to
on- 170
Infield Defensive Resp the catcher should be an underhand toss or flip. Keys to
sibilities a successful toss are showing the ball to the catcher for a
182 split second before tossing it, continuing to move while
Defending the Bunt
186 fielding the ball, tossing the ball while maintaining forward
Pickoffs movement and not allowing anxiety to cause her to throw
191 too hard. After the tag play at home, the third-base player
Rundowns
195 should remind the catcher that another runner is on base
d-
Defending the First-an and then return quickly to third to cover and prevent that
Third Play runner from advancing.
Common Errors
letes how to play third base.
The athlete is making bad Teach the player to take more time to line up for the throw. Some
throws after fielding grounders. player rush the throw before they line up their feet and shoul-
ders with the target.
The athlete is using a high Ensure that the player moves through the toss and doesn’t stop.
underhand toss to the catcher Teach the player to follow the toss.
on a squeeze.
The athlete is bobbling back- Teach the player to keep the shoulders low, slide the glove
hands. across the ground to the ball and leave the glove down for a
split second after the ball is in the glove. Check to be sure that
the arm is completely rotated so that the glove faces the ball.
The elbow should point at the ball.
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Playing Shortstop
I n softball, the shortstop should be one of the best ath-

letes on the team. She needs to be quick to cover a lot
of ground, have a strong and accurate arm and be skilled Key Points
at fielding ground balls. She should also have a quick first
The most important
step going in any direction so that she can get to ground components of
playing shortstop are
balls and run down as many pop-ups as possible. The
shortstop should be vocal because many plays happen • being in the ready po
quickly and the infield must be able to communicate on sition,
• relaying throws from
the fly. Game sense is a must for a shortstop. Because the outfield,
the shortstop must react almost instantly, she must think • receiving throws for
force-outs,
ahead of the play and know what the situation requires. • using proper footwor
k on double
A calm, confident shortstop is the pitcher’s greatest plays,
tool. A right-handed player will be more successful as • making proper feeds
a shortstop because left-handers have a difficult angle for double
plays, and
in making quick throws to first and second. • covering second on
a steal.

The ready position for middle infielders is more upright than the position that corner
players use. Because the shortstop is farther from the hitter than the corner players are,
she has more time to get into position and doesn’t need to have the glove close to the
ground. The most important aspect of the ready position for the shortstop is to make
possible a quick first step so that the player can cover a lot of ground in any direction.
To take the ready position, the feet should be spread slightly wider than shoulder-width
apart and the glove foot should be slightly in front of the throwing-hand foot (see
figure 4.70). The knees and waist are bent enough to keep the balance on the balls of
the feet, and the shoulders are over the knees. The shortstop doesn’t have her back as
flat as the corner players do because she doesn’t need to be as low. A good practice is to
keep the glove hand out toward the hitter
with a relaxed elbow.
The middle infielders set up according
to the situation. To maximize her range,
the shortstop typically sets up as deep as
possible while still being able to throw out
the runner. The slower the runner and the
stronger the shortstop’s arm, the deeper
she can set up. But when a lefty slap hitter
is up or when the shortstop may need to
throw home, she should set up shallower.
She should adjust more toward second in
a steal situation and more toward third in
a bunt situation with a runner at second.
The shortstop must think about where she
will need to go in every situation before
it happens and then adjust her starting
position so that she can get there in time.
She should never play the game from the Figure 4.70 Ready position for the
same spot. shortstop.
(continued)
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Playing Shortstop (continued)
Relaying Throws From the Outfield

Although relaying the throw home from
F
the outfield isn’t a difficult skill, there
are a few points that will help the short-
stop be more effective. The shortstop
should go out as deep in the outfield
as necessary so that she can receive
SS
a good throw from the outfielder. As
we mentioned previously, how far she
goes out varies with the arm strength
and accuracy of the outfielder’s arm.
The shortstop should line up directly
between home plate and the fielder
who fields the ball (see figure 4.71). She
then communicates to the outfielder
her position so that the outfielder hears
the direction in which she will throw
Figure 4.71 Shortstop positioning for a before she turns to release the ball. The
relay throw from an outfielder. shortstop should face the outfielder,
stay mobile and raise her arms to give
E4408/ASEP/4.72/312638/JenG/R2-alw
the outfielder a big target to throw to.
After the ball is on its way, the shortstop will likely have to adjust to one side or the
other and either forward or backward to catch it and still be able to move into her
throw. When the ball approaches, the fielder turns toward the glove-hand side and
opens sideways to the ball in line with the direction in which she wishes to throw. At
the same time, she wants to start moving backward toward the infield. She should actu-
ally catch the ball after she has turned and is moving back. This movement helps her
transition quickly and gives her more momentum into her throw. Because the throw
may be a long one, movement into the throw is critical for making a strong throw.
The shortstop should be sure to listen to her teammates in the field so that she knows
where the throw needs to go. Adjustments often happen on the fly, and the relay may
have to go to a different spot than originally thought.
Receiving Throws for Force-Outs

If the timing of the play is too close at second or third for a double play, as discussed
later in this skill, the shortstop should not attempt the double play. Instead, she should
prepare for a force-out and set up to receive the throw if necessary. Note that the
shortstop typically covers third on a force play only if the ball is bunted or hit slowly
to the third-base player. Usually the ball is hit hard enough for the third-base player
to make the play unassisted.
The shortstop takes the throws at second when the ball is hit to the pitcher or to the
right side of the infield. The shortstop should catch the ball and continue across the
bag to get out of the way of the runner. If the play is not going to end with a double-
play attempt, the shortstop steps on second with the throwing-hand foot and faces
122
the fielder. After the throw is on its way, the shortstop strides toward the ball with the
glove-hand foot to stretch out and make the catch. The most common defensive play
that requires the shortstop to stretch is a bunt play.
In almost every other ground-ball situation that requires the shortstop to cover
second, she uses double-play footwork and then decides either to continue with the
throw if she has a chance for two or to settle for just the out at second, as discussed
in the next section.
Using Proper Footwork for Double Plays

For a right-handed shortstop, the footwork at second is similar to the second-base
player’s left, right, left combination. The footwork depends on the throw location, not
just where the shortstop feels most comfortable. When the ball is hit, the shortstop
moves close to second to receive the throw.
If the ball is hit to the pitcher or second-base player, the shortstop will most likely
take the throw on the outside of the base, meaning that the left foot plants just past
it on the right-field side but still close to the base. The throw should reach the short-
stop sometime just before she plants or at the same time. After she has the ball, her
motion continues. The right foot crosses over in front of the left foot and plants with
the instep facing first base. The right foot also drags, or brushes, over second base as
it crosses over. After planting the right foot, the shortstop strides with the left toward
first to complete the throw.
If the ball is hit to the first-base player, the throw will likely need to stay on the
inside of the base to limit its potential to hit the runner. In this case, the shortstop
again moves close to second base. This time she steps on the inside of the bag with the
left foot, steps forward and more toward the infield with the right foot and then steps
directly toward first with the left foot to make the throw. If she receives the ball early,
she should approach second, stay behind the base and not take time to cross over. She
then plants the throwing-hand foot with the instep turned and with the glove-hand
foot strides directly at first, planting the foot on second base. Note that in all these
variations, the shortstop must be sure to stay out of the base path to avoid collisions
with the runner.
Making Proper Feeds for Double Plays

If the ball is hit to the shortstop, her first decision is whether to make the double play
unassisted or to use a throw. If she can field the ball and get to second as quickly as a
throw to the second-base player would, she should make the play herself. If a throw is
necessary, she can use several variations—the underhand toss, the three-quarter throw
or the full throw.
The underhand toss, also called the scoop throw, is used when the shortstop’s
momentum takes her close to second. This underhand toss is the easiest and generally
the most accurate. The key is making sure to face the second-base player with squared
shoulders (see figure 4.72a) and then moving through the toss (see figure 4.72b).
(continued)
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Playing Shortstop (continued)
a b
Figure 4.72 Underhand toss.
The shortstop uses the three-quarter feed when has the ball is hit directly at her and
she is a little too far from the base to use an underhand toss. After the ball is in the glove,
the shortstop drops to the throwing-hand knee while keeping her shoulders lined up to
second base (see figure 4.73a). From that position, the fielder uses only the upper body
to throw the ball (see figure 4.73b). The throw is quick but not hard.
a b
Figure 4.73 Three-quarter throw.
124
The full throw is necessary when the ball is hit closer to
third base and a longer throw is necessary. The shortstop At a Glance
fields the ball using a backhand. After moving through the
ball, she plants the throwing-hand foot to stop forward move- The following parts of
the text offer
ment and redirects her motion into the throw to second. ad di tio na l inf or ma tio
n on pl ay ing
shortstop.
Covering Second on a Steal Throwing

56
Receiving a throw immediately before having to place a tag Infield Throws
61
takes discipline and focus because it is all too easy to be dis- Fielding Balls on the Fo
tracted by the runner or to attempt the tag before catching rehand or 67
Backhand Side
the ball. If the shortstop anticipates a steal at second, she
should set up closer to second before the ball is pitched. Fielding Ground Balls
in the Infield 72
Chances are greater that the runner will attempt a steal Catching Fly Balls
than that the ball will be hit to the far right of the shortstop, 87
so good shortstops cheat a little toward second to be sure Inf ield De fen sive Responsibilities
170
that they can get there in time. When the runner breaks for Defending the Bunt
second, the shortstop needs to hold her position until the 182
ball crosses the plate. After this happens she sprints to the Pic kof fs
186
base and straddles it to receive the throw, placing her feet Rundowns
toward the back of the bag so that most of it is in front of 191
her. If the shortstop sets up in front of the base closer to d-T hird 195
Play
home plate, she may be out of the way of the runner, but
the backdoor slide becomes difficult to protect against.
From the bag, the shortstop can then place the tag directly
in front of her. She should let the ball travel all the way to the base, if possible, because
reaching out for it and bringing it back is much slower. The shortstop should catch the
ball at the base and let the runner slide into the glove and tag herself out. In addition, if
the runner slides past the base, the shortstop shouldn’t follow her. Instead, she should
keep the glove close to the base and tag the runner when she tries to reach back for it.
Common Errors
letes how to play shortstop.

The athlete is bobbling Make sure that the shortstop gets to the base early enough to set up to
throws at bases. receive. She needs to anticipate the play and adjust her starting posi-
tion accordingly.
The athlete is mishan- The shortstop must learn to get low enough, move through the ball and
dling ground balls. keep the hands quiet.
The athlete is bobbling The player may bobble the ball by reaching for it and trying to pull it to
a good throw on a the base. In most cases the player anticipates the tag and moves before
steal attempt. she catches the ball. The player should learn to catch and then tag.
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Part III
Teaching
Tactical Skills
Tactical skills get at the heart of softball. Without proper understanding and execu
tion of this type of skill, your players will often commit basic errors in game situa
tions. You can empower your athletes by teaching them how to read situations,
apply the appropriate knowledge and make the correct decisions.
This part focuses on the basic and intermediate tactical skills in softball, showing
you how to teach your athletes to make good decisions on the field. These skills
include offensive tactical skills such as the first-and-third play, hit and run, getting
out of a rundown and stealing second and defensive skills such as defending the
first-and-third double steal, defending against the bunt and double-play defenses.
Like the technical skills chapters, these chapters have been designed so that you
can immediately incorporate the information into your teaching.
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Thinking Tactically
Throughout the presentation of tactical skills you will see references to the need for athletes to know what is
called the game situation. As described in Rainer Martens’ Successful Coaching, Third Edition, the game situ
ation includes “the count on the batter, the number of outs, the inning and the score.” In other words, your
players need to know specific information when your team faces a specific situation. For example, when you
need to get a runner to second base in position to score, you may ask yourself, How important is the run at
second? Is it the tying or winning run? Is it an insurance run?
You and your team must know what key information you need to make the best decision. Following are a
few questions that you and your team must keep in mind when facing tactical situations during a game:
• What is your strategy?

• How does your game plan affect your strategy?
• How does the game situation (the score, the strengths and weaknesses of the players involved, the
physical playing conditions and so on) affect your game plan?
For each skill you are first presented with an overview that paints a picture or
puts you and your athletes into a specific scenario in which you would be likely
to use that particular tactical skill. The “Watch Out!” element highlights the dis
tractions that may affect your athletes’ ability to make appropriate decisions and
provides insight on what to look for. The “Reading the Situation” element offers
important cues that your athletes need to be able to read so that they can make
the appropriate decisions for the situation. Next, you will find an element called
“Acquiring the Appropriate Knowledge,” which provides the information that your
athletes need to understand so that they can make the proper decision and suc
cessfully execute the skill, as presented in the overview. Finally, as in the technical
skill chapters, the “At a Glance” element refers you to the other important tools
in this book that will help you teach the skill.
chapter
5
Offensive
Tactical Skills
This chapter will cover the offensive tactical skills that you and your players must
know in order to be successful. In this chapter, you will find:
Skill Page Number
Playing the Short Game 130
Stealing a Base 136
Protecting the Runner on a Steal 141
First-and-Third Situation 145
Aggressive Baserunning 149
Approaching Home 153
Hit and Run 157
Situational Hitting 162
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I n softball, the short game refers

to offensive skills other than hit
ting, such as bunting or slap hitting,
employed to get on base or advance
runners. Coaches can combine short-
game skills and baserunning skills
in many ways to begin creating an
offensive strategy.
Generally, we will look at using
the short game with a runner on
Readin g the Situation
first base. This situation presents How can you and your
the most common opportunity to players know when to
the short game? Teac play
incorporate short-game skills, but h your players to do the
lowing: fol
you can use short-game skills with
runners on any base. The only time • Be aware of the co
unt on the batter. If the
when short-game skills are rarely pitcher is behind in the
count she will likely be
used because of decreased success throwing a good pitch
in the strike zone.
in execution is when the bases are • Know that bunts to
advance runners to thi
loaded, which makes the force play base are best bunted rd
to the third-base playe
at home available to the defense. or pitcher. r
Short-game skills are best used • Know that bunts to
when the benefit of moving runners advance runners to
second base are best
into scoring position outweighs the bunted to the first-bas
player or pitcher. e
disadvantage that the batter may
• Read the defensive
make an out. Of course, an out movement of the corne
as the pitch is being rel rs
on the batter will not always be eased and be ready
to switch from a bunt
the outcome with the short game, to a slap or vice versa
• Take advantage of .
but generally coaches will not risk placing bunts to one sid
using short-game skills with two of the field or the other e
if the defense decides
outs. The element of surprise can to keep one of the corne
rs back.
work with short-game skills with • Read the movement
of the outfielders.
the bases loaded or possibly with Sometimes the outfielde
rs will move toward
two outs, but coaches will have one of the foul lines.
to make hard decisions to use
such tactics as they evaluate their
offensive strategy during the
game situations that come up.
Watch Out!
The following circumstances might distract your athletes:
• Pitches out of the strike zone make it harder for the batter to
use a bunt.
Reminder! • Pitchers throw away from the batter or high and in toward the
ort game, your
When playing the sh batter to force a pop-up.
ur team strategy
players must know yo • The defense moves aggressively. If defensive players shift their
get to consider
and game plan. Don’t for positions to defend the bunt, advancing the runners will be
12 8.
the questions on page more difficult because the corners will have moved in close to
the batter where they can throw out the lead runner instead of
taking the out with the batter.
130
• Pitchouts used to catch the offense off-guard. If a defense chooses to use a pitchout in a
short-game situation, they may catch a runner taking too large a leadoff or even throw out the
runner on a steal attempt. Batters have a difficult time protecting runners when the pitcher
throws a pitchout.
• Batters who interfere with a defensive player who is attempting to field a bunt, including the
catcher. If the batter interferes, a dead-ball out is called and runners return to the bases
where they started.
Acquiring the Appropriate Knowledge

To play the short game successfully, you and your athletes must understand the following:
Rules
You and your athletes need to know several main rules when you are playing the short game:
• Rules about foul bunt attempts
• Rules about the running lane
• Rules about dead balls
Physical Playing Conditions

The physical playing conditions will significantly affect the game. Thus, you and your players
must pay attention to the following physical conditions when playing the short game:
• The condition of the infield. A hard infield will be tougher to bunt on because the ball
will roll quicker to the corners. A push bunt or slap will get past the infielders more
quickly because the hard ground will not slow down the ball, so a drag bunt or bunt for
a base hit might work better to advance the runners by trying to make the defense move
farther to get to the ball.
• The condition of the outfield. If the outfield is wet, when attempting to move the runners
and create offense the coach may opt to use the slap or push bunt to get the ball to the
outfield where it can pick up moisture and be difficult to throw or handle.
• The condition of the base paths. Muddy or extremely soft base paths will slow down
runners and make it more difficult for batters to advance them.
• The field conditions near home plate. The field conditions near home plate are important
because a soft field will deaden the ball and could allow the catcher to field the ball more
easily and tag the runner.
Strengths and Weaknesses of Opponents

You and your players must account for your opponent’s strengths and weaknesses when playing
the short game. Teach your players to consider the following about your opponents:
• How aggressive and agile are the corners? If the corners are extremely aggressive then
you may need to attempt to keep the bunts from going to them or use hard or slap bunts
to take advantage of their aggressiveness. If the corners get to bunts put down in front of
them, then you may want to incorporate bunts or short-game skills that will go toward
the gaps between the corners to keep the ball farther from them.
(continued)
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Playing the Short Game (continued)
Positioning in the Box for a Bunt

There are several schools of thought on the advantages of bunting from different locations
in the batter’s box. Here are some thoughts:
• Bunting in the back of the box moves the catcher farther from the pitcher, which
increases the chance of a wild pitch or passed ball. The catcher also has to make a
longer throw to get a runner attempting to steal second.
• Bunting from the back of the box gives the bunter a better chance to keep a bunt along
the foul line as a fair ball.
• The front part of the batter’s box is considered fair territory. Bunts in this area are
close to the catcher and less likely to advance the runner if the catcher can make a
play to second base.
• Moving to the back of the batter’s box on a sacrifice moves the play farther from
second base when the corners pick up the bunt.
• Bunting from the front of the box gives the hitter more fair territory below her and to
the sides.
• Bunting from the front of the batter’s box can be advantageous if the pitcher has a lot
of movement on her pitches but doesn’t throw extremely fast.
• Bunting from the front of the box may be better for weaker bunters because they have
a greater chance of getting the bunt down in fair territory.
• How strong are the corners? If a particular corner player has a strong arm, you will want
to avoid bunting in her direction. Bunting toward corners with exceptionally strong
arms will likely allow the defense to go after the lead runner and therefore reduce the
effectiveness of the short game.
• How quickly can the pitcher move to field bunts? The pitcher is sometimes the best fielder
in the bunting area and thus you would want to keep your bunts away from her. The pitcher
may be physically one of the strongest defensive players with the strongest arm. Keeping
the ball away from this player may be the best strategy to advance the runners.
• Do the middle infielders have good range? If they have good range and can cover a lot
of ground from side to side, then the slap may not be as effective unless the batter puts
it in a gap outside their range.
• Do the middle infielders vacate their positions early when the batter squares up? If they
do, large gaps could open up in the defense, offering great potential for using the hard
bunt or the slap. A well-placed hit could allow both the batter and runner to be safe
because the ball will likely travel all the way to the outfield.
• Does the opponent have a strong defensive strategy to defend certain parts of the short
game? Some teams use specific defensive alignments in short-game situations. One of
the corners may stay back, or the opponent could use dramatic shifts in the starting
positions for every infielder. Evaluate the defensive setup and use short-game skills that
will have higher odds of success in those situations.
132
Self-Knowledge
Besides being aware of your opponent’s strengths and weaknesses, you and your players need
to have knowledge about your own team’s ability. When playing the short game, you and your
players must be aware of the following:
• How strong are the batter’s bunting skills? Bunting skills are important to maximizing
your team’s offensive threat. Generally, batters who are less competent or not commit
ted to team strategy will begin to run in an attempt to reach first base safely instead of
executing the skill correctly. Teach your players that being safe at first is not the goal in
short-game situations but that it is a huge bonus as long as the runners are advanced.
• How quick is the runner on first base? If your runner is not quick you may need to use a
drag bunt, push or hard bunt, or slap to keep the corners from getting the lead runner on
the sacrifice. With a slower runner on first base, a better bunt will be needed to advance her
safely; using one of these bunts may keep the ball from going to the corner defenders.
• How strong is the on-deck hitter if runners are in scoring position? If the on-deck hitter
is exceptional, the opponent could choose to walk her intentionally when she comes to
the plate. The sacrifice bunt may just create an open base for the opposing team to walk
your biggest threat. Plan two to three batters ahead so that you will be prepared for situ
ations that come up.
• How quick is the runner on third? When a squeeze bunt is used this runner’s speed is
important to increasing the odds of success because she will be running toward home
on the pitch and trying to beat the defense’s attempt to throw her out at home.
• Can your batter disguise or decoy her short-game skills? A batter who can show the
defense that she is going to sacrifice bunt and then be able to pull the bat back and slap
will be more effective than a player who cannot disguise her short-game skills. Addition
ally, can the batter delay her movement on the drag bunt or bunt for a base hit so that
the defense cannot anticipate the bunt?
• What short-game skills were effective earlier in the game? Is the defense expecting a
specific short-game skill? The element of surprise can prevent the defense from making
a play on the lead runner.
Decision-Making Guidelines
When playing the short game, you and your players should be sure to consider the previous
information. Also consider the following guidelines:
• With a runner on first in the late innings of a low-scoring game, you may consider a
more conservative approach and use a sacrifice rather than a slap, push bunt or drag
bunt. The sacrifice bunt is easier to execute and has less risk of failure. Although the
hard bunt, push bunt, drag bunt and slap can be effective and successful, they also come
with greater risk if they don’t succeed. The lead runner may be thrown out, and a double
play may even result.
• If a runner is on first, pay attention to the shortstop, who may vacate early to cover
second base and thus be vulnerable to the slap. Likewise, the second-base player may
vacate early to cover first base and thus be vulnerable to the push bunt.
• If a runner is on second in a close game, the coach needs to determine whether the batter
and the on-deck batter have a good chance of getting a hit against the pitcher. This judg
ment may determine whether the coach will resort to short-game strategies or allow the
hitters a chance to bring the run in by swinging the bat.
(continued)
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Playing the Short Game (continued)
Advantages and Disadvantages of the Short Game

Each element of the short game carries advantages and disadvantages. If the batter executes
them successfully, all short-game elements should be effective. The challenge arises in consid
ering the odds of successfully executing each of the short-game skills in different situations.
Here, the coach must apply a decision-making process. Some basic thoughts on each type of
short-game skill follow:
• The sacrifice bunt is the most basic and least risky to execute. Successful execution is not
difficult, and the sacrifice is considered conservative in the short-game strategy. The risk
comes only when the defense reads the play early and plays an extremely aggressive style
that allows them to go after the lead runner. Placing this bunt toward the center of the
field usually causes the greatest challenge for the defense.
• Hard bunts or push bunts are effective, but they can be risky if the angle of the bat does
not place the ball in the gap between the pitcher and the first-base player or between the
pitcher and the third-base player. If done correctly, hard bunts or push bunts are incred
ibly difficult to defend, and they often both advance the runner and allow the batter to
reach first base safely.
• The slap is another effective way of taking advantage of corners who play in close or
aggressively charge on the sacrifice bunt. The slap is more of a half swing or punch,
whereas the hard bunt just firmly pushes the bunt past the corners. The risk with the slap
is that the batter may overswing, resulting in a ground ball right to the third-base player
and thus an easy play to get the lead runner.
• The drag bunt can be deceptive and catch the corners sleeping. If the second-base player
is playing extremely deep or up the middle, the drag bunt can also be effective. The down
side with the drag or bunt for the base hit is that some bunters step out of the box or on
the plate when trying to move toward first base too soon. Execution may be more difficult
because the bunter squares late.
• The squeeze bunt, or suicide bunt, can be an effective and exciting way to score in a close
ball game. This play always presents the risk that the runner on third base will be thrown
out at home, doubled off if the batter pops up or tagged out if the batter misses the ball
on the attempt. If done at the right time in the at bat, the squeeze is the ultimate short-
game strategy for scoring a run without getting a hit.
• You may decide to combine the hard bunt, slap bunt or running slap with having the
runner on third base going on the pitch. This play is similar to the suicide, but it uses one
of the other short-game skills instead of the standard bunt. This play still carries high risk
because the runner is going on the pitch, but it may offer some batters greater opportu
nity for success.
• If a runner is on second, sacrificing an out to move her to third base is more valuable
with no outs than with one out. A runner on third base with one out or no outs can
score in many ways, including ground balls or fly balls that result in an out on the batter.
With two outs and a runner on third, the fly-ball out or ground-ball out will not score
the runner.
• If a slow runner is on second, she may be unable to score on a base hit. A slower runner
on second will require two hits or a ball hit in the gap to score. In this situation the coach
may want to advance the runner to third using the short game or use a pinch runner who
can score on a routine single to the outfield.
134
• With a runner on second the push bunt can still be effec
tive, but the slap is difficult to execute successfully because At a Glance
the shortstop is moving toward the 5-6 hole. One of the
primary goals of the slap is to draw the third-base player The following parts of
the text offer
in toward home for the sacrifice and then slap or hit the additional information
on playing the
ball past her into the gap between her and the shortstop, short game.
also known as the 5-6 hole. Because the shortstop is
breaking or cheating toward third base to cover the base,
the 5-6 hole is smaller and the shortstop is prepared to Sacrifice Bunt
28
move aggressively in that direction. Another difficulty Slap Hit and Hard Bunt
in executing the slap to the third-base side of the field 32
is that in attempting to move to third base, where the Squeeze Bunt
35
defenders and the ball are converging, the runner on Running Slap
second cannot break until she sees the ball get past the 37
defense into the outfield. Infield Throws
61
• If a runner is at third base with less than two outs, the Fielding Balls in the Inf
ield 67
batter wants to hit the ball deep enough to score the
Stealing a Base
runner from third. 136
• If a runner is at third base with less than two outs, a Protecting the Runner
on 141
squeeze play or safety squeeze is an option. The safety a Steal
squeeze is simply a bunt by the batter with the runner at
third holding there until the defense makes a play on the
batter. The runner on third then attempts to score.
The regular squeeze play works best when it surprises the defense or when the corners are
playing back. If the opportunity presents itself in a count that increases the likelihood that the
batter will get a good pitch in the strike zone, the odds of success are better.
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Stealing a Base
S tealing bases is a useful component

of fast-pitch softball because the
speed of play is dramatic with the
bases just 60 feet apart. A successful
steal can build offensive momentum
and increase the pressure on the
pitcher and defense by moving a
runner into scoring position with
out sacrificing an out. In fast-pitch
softball, however, the playing rules
largely control the timing of the steal. How can you and your
players know when to
Runners must remain in contact with base? Teach your pla steal a
yers to do the following
the bag until the pitch is released :
when attempting a steal, so they • Keep an eye on the
coach for the steal sig
Many coaches give a nal.
cannot take an aggressive lead or steal signal late and on
to the runner after the ly
try to read the pitcher to get a more batter has taken her
aggressive jump. Thus when steal position in the box.
ing, the key factors to consider are • Study the pitcher’s
motion at every opportu
the runner’s foot speed, the catcher’s to become familiar wit nity
h the tempo and spee
arm strength, or glove-to-glove of the arm circle and thu d
s get a good jump off
time, and the speed of the pitch. the base on release.
• Be aware of the firs
t-base player so she do
Watch Out! not hamper the view of es
the pitcher when timing
the leadoff.
The following circumstances might
• Be aware of the midd
distract your athletes: le infielders and who ha
coverage responsibility s
• A first-base player plays back on the steal. Defenses
will sometimes use the
and blocks the view of the second-base player to
cover on the steal.
pitcher. • Sneak a peak at ho
• Pitchers change their motion me after a couple of ste
to see whether the hit ps
or arm speed on different ter made contact.
• Read the middle inf
pitches. ielder as she is coverin
to see whether the thr g
• The athlete has a poor jump ow is pulling her off the
base.
or leadoff because of start
ing late and not anticipating
the release.
• A second-base player
decoys a pickoff.

To steal bases successfully, you and your athletes must understand the following:
Rules
Reminder! You and your athletes need to know several main rules when you
, your players
When stealing a base are deciding whether to steal bases:
m strategy and
must know your tea
t to consider the • Rules regarding leadoffs and when a runner may leave
game plan. Don’t forge
8. the base (some leagues or levels of play may vary from the
questions on page 12
release of the pitch).
136
• Rules about making contact or being hit by the ball after it is hit.
• Rules about making contact or interfering with a defensive player attempting to make
a play.
• Rules about a defensive player obstructing the base runner.
• Rules about the defensive player blocking a base when receiving the throw.
• Rules about foul tips and live balls.
• Rules about the pitching circle and what the runner can and cannot do.

The physical playing conditions will significantly affect the game. Thus, you and your players must
pay attention to the following physical conditions when contemplating whether to steal a base:
• The quality of the base-path surface. If the field is wet or soft, runners may have poor
footing and traction. In addition, a wet field usually makes it difficult to accelerate and
pick up foot speed. Players should also be aware of the surface quality near second base
to help them determine what type of slide they should use. For example, on a muddy or
damp surface the runner will slide much slower after she leaves her feet. Therefore, she
will need to slide a little later to make sure that she gets all the way into the base. If the
surface is extremely torn up, the runner may want to consider sliding later and using a
pop-up slide so that she can avoid the poor sliding surface.
• The weather. Rainy or wet conditions may cause the catcher’s throws to be less accurate
and slow the speed of the runner because of poor footing. The ball may be damp as the
catcher receives the pitch. When the catcher has to hurry or rush a throw on a steal, she
will not have much time to adjust her release to compensate for the slick ball. On the
negative side for the offense, damp conditions will slow the runner because the wet dirt
or soft ground will not allow for rapid acceleration on each leg drive.

You and your players must account for your opponent’s strengths and weaknesses when deciding
whether to steal a base. Teach your players to consider the following about your opponents:
• How fast is the pitcher’s delivery? The speed of the pitch will affect the timing of the leadoff
as well as the amount of time that the runner has to get away from first base before the
catcher receives the pitch. The runner’s timing of the leadoff may be challenging if she is
not able to get into a correct rhythm and leave the base on time with the release.
• What is the arm strength of the catcher? The speed of the catcher’s release and strength
of her arm are important factors to consider because the runner cannot leave first base
until the pitcher releases the ball. The maximum amount of time that a runner has can be
calculated from the time that she can leave the base until the catcher can get the ball to
second base. The time required for the pitch to travel from release to the catcher’s glove
plus the time that it takes for the catcher to throw to second base is the time that the
runner needs to beat. The strength of the catcher’s arm is a factor in glove-to-glove time,
but so is the quickness of her release. For that reason, a catcher should not be judged by
arm strength alone. A catcher may have average arm strength but excellent glove-to-glove
time if she can quickly get the ball out of her glove and on its way to second base.
• What is the speed of the shortstop and second-base player? If these players are quick,
your runners should expect that the middle infielders will be able to cover bases from
any position on the field where they might be playing. If they are slower, your runner’s
speed may be enough to steal a base if the middle infielders do not cheat enough toward
second to beat the runner to the base.
(continued)
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Stealing a Base (continued)
• How consistent is the pitcher? If a pitcher throws many pitches outside the strike zone,
the catcher may have more difficulty making a good throw. When the catcher has to
move from her squatted position or stand up to catch a pitch, she will have difficulty
keeping her legs loaded and prepared for the release to second. A catcher’s legs have a
tremendous effect on her glove-to-glove time, and an inconsistent pitcher can disrupt
the catcher’s rhythm.
• What is the skill level of the catcher? As a rule, your runners can steal more often on
catchers who have a hard time handling the pitches or are less skilled with the glove.
Delayed Live Ball Steal

After the pitch as the catcher is returning the ball to the pitcher, the defense sometimes fails
to focus. The middle infielders may not fully cover second base, or the catcher may not look
to make sure that the runner is returning to first base. Some pitchers direct all their atten
tion to the pitch and the call from the umpire, and they forget about the runners on base.
In this situation, a delayed live ball steal can be effective. For example, a runner can set up
a delayed steal by using an aggressive lead to draw a throw from the catcher. If the catcher
becomes predictable on her throw back, a quick runner can attempt to take the next base
when the catcher throws behind the runner to pick her off.
Nonetheless, a delayed live ball steal requires your runner to read the defense, in par
ticular the catcher and the pitcher. You and your players should be aware of several points
about the delayed steal:
• An aggressive lead on previous pitches can entice the catcher to throw behind the
runner to attempt a pickoff. The runner can then set up a delayed steal on the catcher.
If the catcher is predictable with her throw behind the runner, the runner can set her
up to attempt a delayed steal on her throw to the base behind her.
• An average lead with low-level intensity can lull a catcher and pitcher into not paying
close attention to the runner. The defense may stop focusing on the runner and
become lazy about making sure that the runner is returning to the base before the
catcher releases the ball back to the pitcher.
• Patience is important. If the runner breaks too soon, she will be hung up between
bases. The runner must wait until the catcher releases the ball. If the runner becomes
anxious or breaks slightly early, before the catcher releases the ball, the catcher may
be able to readjust midthrow and make a full throw to second base or perhaps hold on
to the ball and catch the runner between the bases.
• The runner should watch the defensive coverage at second base on previous pitches.
When the middle infield fails to cover or fails to remain in covered position, the
defense is vulnerable to the delayed steal.
• A delayed steal can also occur following a single or error. When the runner is return
ing to first she should check the defensive coverage at second base. Many times
infielders return to their positions early, and the pitcher may not be alert as the
ball is being returned to her in the circle. Timing is important because the runner
cannot take second base if she has returned to first base when the ball is back in the
circle.
• A single to the outfield can also set up a delayed steal if the throw from the outfielder
is lofted and is cut off short of the base. After rounding the base, the runner should
watch the defense. If they relax and toss the ball to an infielder, the runner can take off
for the next base. Although this tactic can be risky, a good base runner who reads the
defense well can execute it successfully.
138
Self-Knowledge
to have knowledge about your own team’s ability. When deciding whether to steal a base, you
and your players must be aware of the following:
• How fast is the runner at first base? Giving the steal sign to the runner at first base makes
sense if that runner’s base-to-base time is less than the catcher’s glove-to-glove time.
• How well can the runner read the release so that she can get a good jump? Some run
ners maximize their leadoff at first base by always getting a good jump. The speed of the
runner has no bearing on how well she times the release of the pitch. Some fast runners
consistently get extremely poor jumps, which can frustrate their coach’s effort to employ
the steal.
• How well can the runner slide? A runner who has excellent sliding ability and can use
various slides at second base to avoid the tag has a better chance of being safe even if
her foot speed is average.
• How well does the batter protect the runner? If your batter has strong ability to fake
a slap or swing, the middle infielders must hold their positions longer and the catcher
must stay back until the hitter completes her swing. These two factors can cause the
defense to become anxious, which may force an inaccurate throw or poor coverage at
second base.
When deciding whether to steal a base, you and your players should be sure to consider the
previous information. Also consider the following guidelines:
• Take more risks early in the game or after you have a lead. When you have a lead, your
opponent is already feeling pressure to catch up and thus will feel greater pressure on
defense. Early in a ball game, taking greater risks with steals can give you a better evalu
ation of your opponent’s ability, which you can use later in the game when pressure
increases.
• Use the speed of your team to create holes in the defense. Getting your fast runners
started even without the batter’s knowledge can cause the middle infielders to vacate
their positions a split second early or get them leaning in one direction. This tactic can
open up gaps between the third-base player and the shortstop or between the first-base
player and the second-base player. Making decisions about when to have the runners steal
without the batter’s knowledge may depend on the count as well. If you believe that the
pitcher will likely throw a good hitter’s pitch and that your hitter is generally aggressive
about hitting strikes, then getting the runner started makes good sense. There is a risk of
being thrown out, as well as a risk of being doubled off on a line drive, but the rewards
will be great if the ball is hit sharply or in a gap.
• With a fast runner on first base and your best hitter at the plate, attempting a steal and
risking giving away an out may not be a good idea. Even if the risk that the runner will
be thrown out is low, you should consider whether moving the runner to second base will
result in an intentional walk of your best hitter after first base becomes open.
• With two outs, an average runner on first base and an outstanding hitter up, attempting
a steal to get the runner into scoring position may be in your best interest. If the steal
attempt fails and ends the inning, you may start the next inning with a better combina
tion of hitters coming up. For example, suppose that your number 8 batter is on base
and your number 9 batter is up. Your number 9 batter does not hit for a lot of power,
(continued)
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Stealing a Base (continued)
but she has a good on-base average. You may choose to attempt to start the following
inning with your number 9 hitter up so that she can be on base with no outs and the top
of your order coming up. If the steal works, you have a greater chance to score. In this
win–win situation little risk is involved.
• Steal in counts when the pitcher is likely to throw a pitch
that might be moving out of the strike zone or when she
At a G la nc e is likely to throw an off-speed pitch. Both situations put
the catcher in poor position to get the ball to second base
the text offer
The following parts of quickly.
about stealing
additional information • As a rule, your players should slide directly into second
a base. base to beat the throw. Most of the time a runner’s feet
will get in and touch second base before the ball is there,
42 but when the runner slides to the outside of the base, she
Baserunning
gives the fielder more time to apply a tag before she gets
130
Playing the Short Game her hands on the base.
nn er on 14 1 • The runner should slide away to the outside of the base
Protecting the Ru
a Steal to avoid the tag only when the throw will beat her to the
g 149 base. Runners need to read the defenders. If the runner
reads the throw and judges that it is going to beat her,
she may want to use a different technique in an attempt
to be safe.
140
Protecting the Runner on a Steal
I n fast-pitch softball a runner cannot leave the base

until the release of the pitch. To protect the runner,
the batter can keep the catcher in her set position and
delay the defense’s break to cover the base. By protect
ing the runner, the batter can give the runner valuable
extra time and cause the defense to rush when they
attempt to get a runner who is stealing.
Exactly how the batter can aid the runner depends
on the game situation and the location of the runner. How can you and your
The infielders’ coverage scheme for the base that the players know when
to protect the runner on
runner is attempting to steal will determine how the a steal? Teach your
players to do the follow
batter can best disrupt or delay the infielder’s break ing:
to the base. For example, if the shortstop is covering • Know where the run
ner is and which
second base on the steal attempt with a runner on first defensive players have
coverage
base, a late swing or a fake slap bunt can force the responsibility. Depend
ing on the
shortstop to hold until after the batter misses the ball. defensive coverage of
the steal, your
These extra seconds of delay for the infield can make batter will need to attem
pt to get the
it more challenging for the defense to cover the base. covering defender to
freeze or move
If the third-base player is covering the steal at third in the opposite directio
n while the
base, the batter can show a fake bunt, which will cause runner is on the move
.
the third-base player to move or take a few steps in • Know how many ou
ts there are. With
toward home while the runner is on the move. less than two outs the
fake bunt and
fake slap can be effec
tive at freezing
Watch Out! the defense. With two
outs, the fake
bunt is often less effec
The following circumstances might distract your tive.
athletes:
• A pitchout could make the protection ineffective.
• Inadvertently fouling off the pitch negates the stolen base and returns the runner to the original
base. The batter must stay focused on missing the pitch and fake the defense into believing
that she is going to make contact.
• Players making a realistic attempt at freezing the defense. The attempt must have gamelike
intensity and look realistic to the defense.
• Leaning over the plate on a steal of second can be interpreted as interference, which would
result in the batter being called out and the runner being required to return to first base. The
batter should not move into the sight lines of the catcher, but she is not required to move out
of the batter’s box.

To protect the runner on a steal, you and your athletes must
understand the following: Reminder!
When determining wh
ether to protect
Rules the runner on a steal, yo
ur players must
know your team strate
You and your athletes need to know several main rules when you gy and game
plan. Don’t forget to co
are deciding whether to protect the runner on a steal: nsider the ques
tions on page 128.
• Rules about interfering with the catcher’s throw
(continued)
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Protecting the Runner on a Steal (continued)
• Rules about what constitutes an attempt on a swing or bunt

• Rules about defensive obstruction of the runners
• Rules about the pitcher’s circle

must pay attention to the following physical conditions when contemplating whether to protect
the runner on a steal:
• The condition of the infield. A muddy or wet infield surface can affect the footing for
both the runner and the infielders. Although the infielders do not have to travel as far to
reach the base as the runner does, they are sometimes more negatively affected by a wet
or muddy playing surface. They must delay their move until the hitter misses the ball,
and therefore they need to accelerate quickly to catch up to the speed of the runner.
• The position of the sun. The sun can create a glare that may make it challenging for the
defense to read the hitter or see the throw from the catcher.

You and your players must account for your opponent’s strengths and weaknesses when decid
ing whether to protect the runner on a steal. Teach your players to consider the following about
your opponents:
• How strong is the catcher? In fast-pitch softball a runner cannot leave a base until the
pitch has left the pitcher’s hand. Therefore, the speed of the pitch and the catcher’s arm
are factors that could affect a runner’s chance at a successful steal.
• How well does the catcher handle distractions? If the batter is swinging to protect the
runner, the bat traveling through the strike zone at the same time as the ball can cause
a visual distraction. Of course, the catcher must stay back in her receiving position until
the hitter has completed her swing.
• How quick are the middle infielders? A batter’s late swing to protect the runner can hold
the defense longer in their positions. The batter’s swing will keep them from being able
to leave their fielding position until the swing is complete, even when they know that
the runner is stealing.
• Is the defense easily distracted? A swing or an attempted bunt can distract some infield
ers and slow their reaction to the steal.
• How well does the defense communicate? A defense that has trouble communicating
may react poorly to the batter’s protection of the runner. They may panic when responsi
bilities increase, so raising the amount of visual distraction with the fake swing or bunt
may put them outside their comfort level. In addition, some defenses become confused
when runners are on base. By observing the communication by the defense, you may be
able to read that they are somewhat uncertain about their responsibilities. You may hear
the shortstop say to the second-base player, “Do you have the steal or do I?” or you may
notice poor communication between the catcher and the infielders. Body language and
oral cues can give away a lot of information if you take the time to watch and listen to
the defense’s communication or lack thereof. Stealing with protection may be effective
in these circumstances because the added decision-making responsibility caused by the
batter’s protection will increase the pressure on the defense.
• Which action will freeze the defense better—a fake bunt or a swing? By reading the
defensive positioning, you will be able to decide how best to protect the runner.
142
Self-Knowledge
to have knowledge about your own team’s ability. When protecting the runner, you and your
• How quick is the runner who is attempting the steal? The speed of the runner will deter
mine the need to protect her with a full swing or just a fake slap. If the runner is extremely
quick and you do not want to give away the strike on the batter, you may choose to have
the batter just hold the defense by showing the slap.
• How confident are you that the batter understands the signal and her responsibility?
Before you put on the steal in which the batter needs to protect the runner, you want to
make sure that your batter is confident about her role and her job; otherwise, she may
not fully protect the runner and you will end up with a strike on the batter and the runner
being thrown out.
• How well does the batter fake a bunt attempt? When the runner is attempting to steal
third and the third-base player is covering the play, a fake bunt can be just as effective
as showing bunt and taking the strike. Some batters are less convincing with their
fake bunt so you may choose to have the batter square around fully and take the strike
with the bat in the strike zone to ensure that the corner players are charging toward
home.
• How realistic is the bunt attempt for the batter? Is she a player who would normally be
a threat to bunt in that situation in the game? Batters who have decent foot speed and
use the short game to get on base at times are generally good decoys for the fake bunt.
If the batter is not normally a threat to put down a bunt because of lack of foot speed or
bunting skill, the defense will probably not be fooled in the game situation.
• How well does the batter swing through the plane of the pitch without making contact?
Remember that the batter’s job is to hold the catcher back in her position and ideally
create a visual diversion with the bat. If the batter’s protection swing is slow, very early,
very late or nowhere near the pitch, then it will do little to protect the runner.
When deciding whether to protect the runner on a steal, you and At a Glance
your players should be sure to consider the previous information.
Also consider the following guidelines: The following parts of
the text offer
• The batter should move the catcher farther from the pitcher on protecting
the runner on a steal.
if possible by taking a position in the batter’s box slightly
deeper than normal. She should be careful not to give away
the play by moving to the extreme back of the box unless Sacrifice Bunt
that is where she would normally stand. 28
• A runner on first base who is stealing second is better pro 32
tected with a late swing or fake slap to freeze the middle Squeeze Bunt
35
infielders until after the swing is finished. This action will Running Slap
give the runner a slight head start while the infielders wait 37
for the swing to be completed. Baserunning
42
• A runner on second base who is stealing third is better Playing the Short Game
protected with a swing or fake slap if the shortstop is 130
covering on the steal because she will have to wait until Stealing a Base
136
the batter misses the ball. But in the same scenario with
the third-base player covering the steal, a fake bunt or
(continued)
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Protecting the Runner on a Steal (continued)
late bunt attempt will better protect the runner because the bunt attempt will draw the
corners in toward home and away from third base.
• To distract the catcher, the batter should swing late as close as possible to the plane of
the pitch and on the correct timing with the pitch. An early swing or an extremely late
swing does not distract the catcher’s vision as she is receiving the pitch.
• A batter who stays in the batter’s box and makes herself as large as possible can hinder
the catcher visually without interfering.
• The call for a steal with protection is usually done early in the count to keep the hitter
from moving into a two-strike hitting situation.
• Sacrificing the hitter with a fake swing with two strikes can be done as well to move the
runner into scoring position for the on-deck hitter if the batter has failed to execute a
sacrifice bunt.
144
T he first-and-third situation occurs when

a runner is on first base, a runner is on
third base and second base is open. The goal
in this situation is to generate a run or at
least to advance the runner at first base into
scoring position with a stolen base. Another
motivation for the first-and-third play can be
to move the runners out of a double-play situ
ation. The play is also used to create pressure
on the defense and possibly cause some kind
of miscommunication or error that results How can you and your
in all runners advancing safely without the players know when the
are in a first-and-third y
batter hitting the pitch. situation? Teach your
ers to do the following play
:
• Be aware of the ga
Watch Out! the score and your loc
me situation, the inning
,
ation in the batting
The following circumstances might distract lineup. This information
will dictate the goal
your athletes: of the first-and-third pla
y—whether it is to
advance the runner on
• The catcher throws immediately down first out of double-
play status or to create
to third base to pick off the runner who a rundown to attempt
to score the runner on
is taking a big lead. third.
• Be aware of the co
• The pitcher cuts off the throw to unt on the batter in ca
the defense attempts se
second base from the catcher to a pitchout.
attempt to pick off the runner on third. • The hitter and both
runners should look
Some teams use a quick throw back for the appropriate sig
nal from the coach,
to the pitcher to catch the runner on and all should be aware
of the signals and
third off the base while the ball is in the goal that the coac
h is looking for in the
the pitching circle. outcome of the play.
• The second-base player cuts off a • Know the defensive
coverage for the steal
second base. If the run of
steal throw to second base behind ners are able to see
the pitcher’s mound in an attempt to which defenders are mo
ving to defend the
pick off the runner on third if she gets first-and-third situation,
then the coach and
too far off the base. players have more inf
ormation about how
they might be able to
• The catcher fakes a throw to second expose a weakness
during the play.
to draw the runner on third off the
base and then throws down to third
base to pick off the lead runner.

To handle a first-and-third situation successfully, you and your athletes must understand the
following:
Rules Reminder!
When in a first-and-third
You and your athletes need to know several main rules when you situation, your
players must know yo
are in a first-and-third situation: ur team strategy
and game plan. Don’t for
get to consider
• Rules about interference and obstruction in case a rundown the questions on page
128.
develops
(continued)
145
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First-and-Third Situation (continued)
• Rules about staying in the base path during rundowns

• Rules about the requirements for the runners when the pitcher has the ball in the pitch
ing circle
• Rules about the batter’s potential interference with the catcher’s throw

The physical playing conditions will significantly affect the game. Thus, you and your
players must pay attention to the following physical conditions when in a first-and-third
situation:
• The field conditions between first and second and third and home. Soft dirt or a wet, muddy
surface makes it more challenging for runners to accelerate and change directions.
• The wind and sun could affect the ability of the defense to make and receive good throws.
The wind could affect the speed and accuracy of throws, and the sun could make tracking
the ball a challenge for the defense.

You and your players must account for your opponent’s strengths and weaknesses when
in a first-and-third situation. Teach your players to consider the following about your
opponents:
• Does the catcher have a strong and accurate throw to second base? The speed and accuracy
of the ball traveling to second base will affect the amount of time that the runner on third
base will have to score. The runner on third will need to wait at least until the catcher
releases the ball before she attempts to steal home. If the catcher’s arm is inconsistent or
weak, the runner at third will have more time to score while the ball is traveling all the
way down to second base and back on the throw by the infielder.
• How well does the catcher disguise her intentions? If the catcher has the ability to fake
a throw to second using an aggressive arm swing, she may be able to draw the runner at
third off base and then pick her off with a throw to the third-base player.
• Does the defense use the second-base player as a cutoff player to pick off the runner
on third base? If so, then using a fake bunt can help freeze or delay her movement to
the cut position. Because she first has to react to the batter’s attempt and likely has the
responsibility to cover first base, she may be caught leaning the wrong way—opposite
the direction that she must move to cut off the steal throw to second.
• How strong and accurate is the shortstop’s throw? When the shortstop receives a throw,
she must be able to return the throw quickly and accurately to the catcher if the runner
on third base attempts to score. Your runners may be able to take advantage of this
weakness in the defenders by breaking for home immediately on the release from the
catcher. So the time that passes from the catcher’s release until the return throw arrives
from the shortstop establishes the amount of time available for the runner on third base
to run 60 feet.
• Where are the corner players positioned? If the corner players are positioned close to
home plate to protect against the squeeze, the runner on third can increase her lead
off on the pitch and get closer to home. Because the third-base player is now farther
from the base, she cannot keep the runner on third close to the base. The runner on
third will be able to take a longer initial leadoff, which will reduce the distance that
she will need to travel to score after the catcher releases her throw to second base on
the steal.
146
Self-Knowledge
to have knowledge about your own team’s ability. When in a first-and-third situation, you and
your players must be aware of the following:
• How strong is the hitter? If the player at bat is a good hitter with runners in scoring
position, you may not want to open up first base for the defense to walk or pitch around
her. With a big threat at the plate and first base open, the defense could take the bat out
of your best hitter’s hands and intentionally walk her. Therefore, you need to evaluate
whether opening first base will be a positive move. If the defense walks the first hitter,
the on-deck hitter will come to the plate with bases loaded. Evaluating the reverse situ
ation is also important. If the batter is weak with runners in scoring position, then the
risk of running the first-and-third play may pay off by scoring a run without the batter
needing to do anything at the plate.
• Does the batter hit into double plays often? If the batter often hits into double plays
because she is a slower runner, you may want to try to eliminate the double-play situa
tion by advancing the runner from first base. Using the runner on third base as a decoy
to draw the throw will allow the runner on first base to attempt to steal second and thus
eliminate a potential double-play ground ball. Now a ground ball from the batter can
score the runner on third even if the batter is thrown out at first base.
• Do your runners on first and third have good speed? In a first-and-third situation, speed
can cause confusion and panic in the defense. If the runner on third is exceptionally fast
and the defense knows it, they will likely try to rush their throws, which can increase the
likelihood of throwing or ball-handling errors.
• Are the runners at first and third quick thinkers in rundown situations? The ability to
change directions quickly is helpful if runners are caught in a rundown. To run the first-
and-third play effectively, your runners need to be able to stay in a rundown for a while
and possibly evade being tagged out at all. To do this, they need the ability to change
directions quickly. The runner on first should know her role in case the ball beats her
to second base. Getting into a rundown situation and not running into the out is para
mount. The role of the runner on first base is to draw the throw to second base without
being tagged out, but if the defense makes a good throw to second, the runner from first
should get in a rundown to distract the defense from the runner on third base. If the
runner from first can stay in a rundown long enough, the runner on third base may have
enough time to attempt to steal home. If the defense does not make a throw to second
base, the runner from first should be able to take the stolen base.
• How well does the runner on third read the throw from the catcher? A runner on third who
can read the quality of the throw from the catcher can get a great jump on an attempt to
steal home. If she reads a bad throw or high throw to second base, she can break for home
as soon as the ball leaves the catcher’s hand. Some catchers use a good fake throw to second
base and then throw down to third base. Runners on third should be able to read the ball
leaving the catcher’s hand toward second base and not anticipate or guess when the catcher
is going to release the ball to second base. Time is critical, and the time that the ball is in the
air between defenders can determine whether the runner on third is safe or out at home.
• Do your players understand the signals used? Making sure that all players involved are
confident in the play is crucial. If the player on first base is not clear about her role or
what she is attempting to do by drawing the throw, the play will likely result in an out
without giving the runner on third base enough time to attempt to steal home. Remember
that giving up an out with a runner on third base decreases your opportunity to score
with a sacrifice fly by the batter or the on-deck batter.
(continued)
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First-and-Third Situation (continued)
When in a first-and-third situation, you and your players should be sure to consider the previ
ous information. Also consider the following guidelines:
• If the batter is walked with a runner on third base only, you could run a play in which the
batter–runner continues to second base without stopping. The goal is to draw a throw
or advance without a pitch being thrown. Coaches should have a signal or teach their
players when to do this and when to hold at first base.
• When runners are caught in a rundown, they need to stay in the rundown long enough to
allow other runners time to advance, especially the runner who is in a rundown between
first and second.
• If your team has struggled to get hits and has not had much success against the opponent’s
pitcher, using alternative methods to create offense may be necessary. A good strategy on
the first-and-third play can create an offensive threat without needing the batter to have
success at the plate. By trying to draw the throw from the catcher down to second base,
you may create enough of a diversion to cause an error or enough time for the runner
on third to score. The risk is that you might give up an out, thus putting more pressure
on the batter to get a hit to score the runner on third base.
• If the game is close or in the late innings, the runner on third
is critical. You need to decide how many outs you are willing
At a Glance to risk depending on where you are in your lineup. If the next
the text off er two or three batters in your lineup are not strong and you
The following parts of do not have good pinch hitters to use off your bench, then
on first-and-
additional information attempting to create more offense with your baserunning may
third situations. be a good option. If your next two or three batters are good
hitters and can easily hit deep fly balls or base hits, then you
22 may not want to risk the extra out at second base.
Hitting
42 • Ultimately, when running a first-and-third play, your players
Baserunning must not force the play by running into an out. Sometimes,
se 136 the defense is able to execute a solid counter to the first-
Stealin g a Ba
141 and-third play that will keep either runner from advancing.
on
Protecting the Runner Offensively, you would like to advance at least one runner, but
a Steal if the defensive coverage is good, your runner on first should
Ba ser un nin g 149 make every attempt to end up safe back at first base. Explain
Aggre ssi ve
153 to your athletes that ending up with no runners advancing is
Approaching Home OK as long as they do not give up an out.
Fir st- an d- 195
De fen din g the • In many first-and-third situations trading an out by the runner
Third Play going into second for a run scored is optimum. At other times
your first-and-third play may be more about taking away the
double-play situation for the defense. The runner on first base
does not need to force the issue of advancing to second base if the defense is able to make
a throw to second in time. So your runner on first needs to be able to read the throw from
the catcher so that she does not automatically slide into an out at second.
• You should train your athletes to stop in time to create a rundown between second base
and first base. If a rundown occurs the runner should attempt to be safe at either base or
stay in the rundown long enough for the runner on third to score. Giving away outs with
a runner at third base only decreases the opportunity for a sacrifice fly or base hit by the
current or on-deck hitter. The first-and-third play can be a useful offensive weapon, but
the risk should always be evaluated.
148
Aggressive Baserunning
A ggressive base runners take advantage of bobbled

balls or small mistakes by the defense because
they are looking to take two bases when most run
ners focus only on being safe at the next base. Batters
who look to take second base on balls hit in the gaps
can force outfielders to make hurried and inaccurate
throws, thus creating advantages for the offense and
challenging the defense to react quickly and make
multiple decisions when the ball is first hit.
How can you and your
players know when
Watch Out! to use aggressive base
running? Teach your
The following circumstances might distract your ing:
athletes: • Be aware of the ga
me situation. Always
know how many outs
• Defenses run pickoffs on aggressive offenses. there are and what
the score is.
• Runners run with their heads down and do not • Know where the ba
pay close attention to the defense. ll is at all times.
Leaving a base without
• Fake throws by the defense catch runners off knowing where
the ball is can put you
in a bad position.
base. • Watch the runners
in front of you. Being
aggressive is fine as lon
g as you do not
run into the runner ah
Acquiring the Appropriate • Watch the base co
ead of you.
aches for signals
Knowledge and signs and appropri
immediately execute the
ately and
signals that the
coach gives.
To use aggressive baserunning successfully, you and
your athletes must understand the following: • Always be ready for
the defense to
make an error and be
prepared to act.
Rules
You and your athletes need to know several
main rules when you are using aggressive
baserunning:
• Rules about baserunning and the order that bases have to be touched in both
directions
• Rules about force-outs
• Rules about switching directions or stopping in the base Reminder!
paths When using aggress
ive baserunning,
• Rules about the dropped third strike with two outs yo ur pla ye rs mu st kn
ow yo ur tea m
• Rules about infield flies and tagging up strategy and game pla
n. Don’t forget to
consider the questions
• Rules about the ball in the pitching circle on page 128.
• Rules about interference and obstruction
• Rules about contact with coaches
• Rules about being hit by a batted ball and what releases change that rule
(continued)
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Aggressive Baserunning (continued)

must pay attention to the following physical conditions when using aggressive baserunning:
• The surface quality of the infield. A soft or wet infield surface could cause the infielders
to have problems getting to the ball quickly and fielding it cleanly. They may also have
a hard time making accurate throws when pressured. On the other hand you should be
aware of how the infield surface affects the speed of your runners. A soft or muddy field
usually makes it difficult for runners to be as quick as they normally would be between
the bases.
• The condition of the base paths. The base paths may be soft and or wet, which could
slow a runner because of poor footing.
• The grass in the outfield. Long grass in the outfield will dramatically slow down a ball.
If the ball is slowed down and the outfielders do not approach it aggressively, runners
can take advantage of the extra time that outfielders will need to get to routine balls. If
the grass is wet, outfielders may be unable to make accurate throws.

You and your players must account for your opponent’s strengths and weaknesses when using
aggressive baserunning. Teach your players to consider the following about your opponents:
• Do the outfielders have strong throwing ability? Knowing the strength of each outfielder’s
throwing arm can give you useful information about how aggressive to be when running the
bases on balls hit to the outfield. For example, if the outfielders have weaker arms, you can
have your runners look to take that extra base on balls hit to the sides of the outfielders.
• Do the infielders adjust their starting positions based on the game situation? Pay atten
tion to whether the infielders adjust their positions when runners are on base to achieve
better coverage. Sometimes infielders will move closer to bases to protect against the
steal. At other times infielders may fail to adjust when runners are on base and therefore
will be extra vulnerable because they will need more time to cover on the steal.
• Do the infielders cheat a few steps in their coverage for a potential pickoff? Runners who
know where the defense is before every pitch will be able to be more aggressive on the
base paths. If you or your runners can read changes in the defense, then pickoff attempts
or changes in defensive coverage will not surprise you. Aggressive baserunning is based
on using team speed and being able to read the defenders’ ability to cover the plays. The
more you know about how the defense plays in every situation, the better you can take
advantage of situations that come up when they make mistakes.
• Do the infielders maintain base coverage? Infielders often do not stay in good coverage
responsibility when they think that a play is over. If the ball is still outside the pitching
circle, it is live and runners are free to advance. Your players should watch throughout
the entire game, from the dugout when they are not at bat or on the bases. Defenders have
tendencies. The player who recognizes a vulnerability will be prepared if the infielders start
to walk away from the bases before the ball is dead and back in the pitching circle.
• Does the catcher have a strong arm and a quick release? The strength of a catcher’s arm
can come into play whenever you are considering a baserunning strategy. If the catcher
has a strong arm and a quick release, you may decide to rein in some of your aggres
siveness when she is handling the ball. Every defender’s ability comes into play, but the
catcher is a critical player and often handles the ball on plays at the plate when your trail
runners are trying to advance additional bases. On the other hand, if the catcher has a
slow release or a weak arm, your team should always look to advance the additional base
when throws go home for the lead runner.
150
• Where do the outfielders throw? If the outfielders throw toward the base where the
runner is, runners may have a chance to take an extra base after the outfielder releases
the ball to the infielder. For example, if the outfielders routinely throw to second base
with runners on first and second base on a routine play, then the runner on second may
be able to break for third base if the outfielders lazily toss the ball toward the middle
infielder or toward second. By the time the infielder catches the ball, the runner could
be halfway to the next base.
• In bunt situations, which runner do the corner players go after? Some defenses rarely go
after the lead runner in bunt situations. This tendency can change the strategy and the
aggressiveness of the base runners. In a sacrifice situation, many teams opt to go for the
sure out at first base and do not risk going after the lead runner. In this situation, you
may decide to be extremely aggressive and start the runners early or have them attempt
to advance two bases on the bunt.
Self-Knowledge
to have knowledge about your own team’s ability. When using aggressive baserunning, you and
your players must be aware of the following:
• How quick is your batter? If your batter is fast, you can adjust how aggressive you can
be and whether you will go for extra bases. If the batter–base runner is quick, then you
may work hard to draw throws with your lead runners to give your batter a chance to
take an extra base on the play. If your batter–base runner is not fast, then being more
aggressive with your lead runner will probably not help your batter advance an extra
base without risking being thrown out.
• How well does your batter read the defense? If the batter is capable of picking up defensive
miscues and reading the situation to take the extra base, you can use a more aggressive
strategy. If the batter–base runner is expecting the defense to bobble the ball or make a
mistake, then she will not be surprised when it happens. Batters are often satisfied when
they get a hit and reach first base safely, so they are no longer watching the defense to see
whether they have made a mistake. First-base coaches need to keep the athletes focused
on the game until the ball is back in the pitching circle or time is called.
• How well do the runners read the defense? If the runners on base can read the defense
well and be aggressive based on that knowledge, they will anticipate mistakes and not
be surprised when they occur. Looking for the defense to make an error, miss the ball,
throw the ball away, miss the cut with a throw, bobble a routine ground ball and so
on are all things that runners can take advantage of the instant that they happen. Base
runners who are looking for these mistakes can take full advantage. If they are expect
ing the defense not to make a mistake, they will not be able to react when the mistakes
happen.
• Is the lead runner fast or slow? Be sure to avoid having a trail runner or the batter run
into a slower or less aggressive runner ahead of her on the bases. The speed of a trail
runner has nothing to do with the speed or aggressiveness of the runner ahead of her.
The trail runner needs to adjust her aggressiveness slightly and read the defense and the
lead base runner on the play. She must run with her head up, keeping her eyes up and
always knowing where the lead runners are as well as what the defense is doing.
• How strong is the on-deck hitter? For example, does the on-deck hitter have strong ability
when runners are on base with two outs? If the on-deck batter is a good hitter in clutch
situations, you may choose to temper your aggressiveness and not risk running yourself
out of an inning. If the on-deck batter is not strong in that situation, you may choose to
go for more bases in hopes of causing the defense to falter and make mistakes.
(continued)
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Aggressive Baserunning (continued)
When using aggressive baserunning, you and your players should be sure to consider the previ
ous information. Also consider the following guidelines:
• Aggressive baserunning should be used more often when your
team is ahead and used consistently when you are behind.
At a Glance Being ahead offers a prime opportunity to be extra aggres
er sive because the defense is generally feeling stress from the
the text off
The following parts of offensive production that your team has been exhibiting.
on aggressive
additional information When your team is behind you should continue to use the
baserunning. aggressive style of play that you normally play with. If you
become conservative with your style when you are behind,
42 then your team will likely not take advantage when the oppor
Baserunning tunity arises to take the lead. Overall, you should commit to
136
Stealing a Base the aggressive style of baserunning all the time, not just when
s 14 5 you are winning. And when you are winning, you should step
First-and-Third Situation up the pressure on the defense with your team speed.
153
Approaching Home • Aggressive baserunning as a team is not an absolute require
157 ment. Its application always depends on the players who
Hit and Run
are on base at the time of the play. Each player’s aggressive
style will be limited by her ability. Aggressiveness will not be
the same for all players. A fast runner will attempt a more
aggressive style of running versus a slower runner. Both can run aggressively, but different
expectations will be in place for each runner, and no absolutes apply to every player.
• Batters must be willing to protect runners on steals with fake swings or fake bunts. Bat
ters will need to feel comfortable taking a few strikes during the game to protect runners.
To do this, they may have to start their at bat deeper into the pitch count. When your
batters are comfortable doing this, you will be better able to employ your aggressive
baserunning strategy.
• Your players should tag up only on fly balls that you believe they can advance on. Other
wise, runners should come off the base as far as they can without risking being doubled
off by the defense. Some base runners tag up on fly balls that they will never be able to
advance on and then fake that they are tagging up to advance. Instead, runners should
come off the base as far as they can in case the ball is dropped but not so far off that when
the catch is made the defense can throw back to the base and double them off.
• The runner should always come off the bag with the anticipation that she is going on the
catch. But she must pick up the coach immediately as she is coming off the base in case
the coach holds her up. Additionally, the coach must have clear signals that all players
have practiced seeing when they are tagging up.
• Players should always tag up on any foul fly ball including pop-up bunts or soft line
drives. A runner may be able to advance on a ball that the defense dives for in making
a catch. Coming off a base to read whether the ball will drop is not necessary on a ball
that is clearly foul. A runner can advance only on a fair ball that hits the ground. For all
foul fly balls, the only chance to advance will be after a catch is made. Therefore, runners
should immediately return to a base on any fly ball that is clearly in foul territory, even
a short foul ball or a foul ball near the infield. If a fielder or catcher falls or dives while
making a catch, the runners will be ready to advance.
• Runners on second base should always think about tagging up and advancing to third
base on fly balls that are hit to the gap between right field and center field or down the
right-field line. A ball caught in either location requires a difficult throw because the out
fielder is usually moving away from home and must make a long throw to third base.
152
Approaching Home
A s a runner prepares to score she should maxi

mize the chance of being safe or at least draw a
throw home. Beginning with the turn at third base,
the runner can do several things to maximize her
chance to score.
Watch Out!
The following circumstances might distract your Readin g the Situation
athletes:
How can you and your
players know how to
• Trying to avoid the defender covering third can approach home prope
rly? Teach your play
cause the runner to make a wide turn toward ers to do the following
:
home.
• Know how many ou
• Running with her eyes down can cause the ts there are and
what the game situatio
runner to lose focus on the coach or the n is. As the
player approaches thi
defensive players’ positions when heading for rd and rounds it
for home, she should
home. know the game
situation.
• Being tempted to turn her head to pick up the • Be aware of defensiv
ball while rounding the base can cause the e shifts in the
infield and outfield be
runner to slow down and hesitate. fore the pitch.
Always knowing where
the defense
is playing can help the
runner know
which defender is clo
Acquiring the Appropriate when it is hit and wheth
sest to the ball
er that player
will be in good position
Knowledge throw home.
to make a solid
• The runner at third

To approach home successfully, you and your base must know the
type of read that the co
athletes must understand the following: ach is looking
for.
Rules
You and your athletes need to know several main
rules when runners are approaching home:
• Rules about obstruction and interference
• Rules about being hit by a batted ball
• Rules about when it is legal to leave the base on a catch
• Rules about the pitching circle
• Rules about the catcher and blocking the plate

The physical playing conditions will significantly affect the game.
Thus, you and your players must pay attention to the following Reminder!
physical conditions when runners approach home:
When approaching ho
me, your players
• The surface quality of the base paths. The playing surface must know your team str
in the base paths can affect the runner’s speed and footing. ategy and game
nsider the ques
A soft or muddy infield will also reduce the normal foot tions on page 128.
speed of a runner because of the lack of firm footing to
push off against.
(continued)
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Approaching Home (continued)
• The length of the grass may slow a ball hit on the ground to the outfield, thus giving the
runner more time to score.
• Moisture and wetness in the outfield may challenge the outfielders’ ability to make accu
rate and powerful throws.
• In addition, a wet outfield will cause the ball to skip and accelerate on hard-hit ground
balls and line drives. This circumstance will challenge the outfielders’ capacity to come up
with the ball cleanly if it is hit in the gaps. Balls may get to the outfielders more quickly
if they are hit directly to them.
• The location of the sun. The sun may become a challenge for the outfielders when they
are trying to make a catch. A routine fly ball may end up falling safely to the ground. If
the runner is prepared for this to occur, she can take advantage of it. Additionally, the sun
could possibly be in a position that causes difficulty for the catcher when she is receiving
a throw from a specific field. The coach and runner may choose to be more aggressive
in this situation to challenge the catcher’s ability to see the ball.

You and your players must account for your opponent’s strengths and weaknesses when playing
the short game. Teach your players to consider the following about your opponents:
• How strong are the outfielders’ throwing arms? Your players should know which out
fielders have the strongest arms when they are throwing home on ground balls. Some
outfielders can make a solid, accurate throw from a certain distance, but on a ball that
is hit deeper they may not have the arm strength to deliver the ball home on the fly or on
a single bounce. Each bounce of a throw dramatically slows the speed of the ball. Some
outfielders do not throw as well when moving to the forehand side because they have
difficulty changing directions to get the ball back toward home.
• How quick are the infielders? Knowing the range of the infielders and what balls they will
be able to cut off and keep in the infield is helpful. Because the runner has her back to
the defense when she rounds the base and heads toward home, she needs to rely on the
coach’s eyes and any knowledge that the coach and runner have about the infielders. If a
shortstop is weak on balls hit up the middle and the runner is prepared, she will anticipate
scoring on balls that are hit up the middle out of the range of the shortstop. Also, for a
runner on third base who is in a read-ball situation, the range and speed of the infielders
will directly affect what type of ball she will attempt to score on.
• How strong are the middle infielders’ throws? A factor in a base runner’s attempt to score
from third may be the strength of the middle infielder’s arm. Because middle infielders have to
cover a large portion of the infield and are a long way away from home plate, the runner can
benefit by knowing the strength of their arms when deciding whether to attempt to score.
• How strong is the catcher? How consistent and confident is the catcher at blocking the
plate? Catchers who struggle with digging out a ball on a bad throw and have a hard
time handling the ball and blocking the plate at the same time should be challenged. The
play at the plate is a high-pressure situation for the catcher. If she struggles physically
with a skill, the likelihood of an error increases when the pressure is on. If a catcher has
a problem receiving the throw and blocking the plate at the same time, you can be more
aggressive by sending the runner when you might normally hold her at third base. This
aggressive strategy comes with more risk of having the runner thrown out, but the runner
may force a difficult play and benefit from an error.
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Self-Knowledge
to have knowledge about your own team’s ability. When runners are approaching home, you
and your players must be aware of the following:
• How strong a player is the runner at second or third? The player at second or third will
have to consider many things when preparing to approach home. For example, the player
may be asked to read the speed and location of the ball before breaking for home. With
the conservative approach, she should see the ball through the infield before breaking
for home. She must be ready to score if the ball gets away from the catcher on a wild
pitch or passed ball.
• How fast are the runners in scoring position? Speed has no substitute when a runner is
attempting to score from second or third. Fast runners will always have the advantage.
Because of pure time demands, a runner with great speed can travel from one base to
the next faster than an average runner can. In the time that it takes for the ball to travel
from contact with the bat into the field, for the defender to field the ball and for her to
release the throw and get it into the catcher’s hands, a faster runner will travel a greater
distance than an average runner will. The time required for the defense to make the play
does not change, but the time that it takes for a fast runner to advance versus a slow
runner is dramatically different. Speed is the runner’s greatest asset when attempting
to score. For that reason, using pinch runners off the bench is important when runners
get into scoring position.
• How strong is the batter? If the player at bat can make contact with the ball and hits lots
of ground balls, you may choose to go with an aggressive ball-angle read, or contact play,
with the runner on third base. If the batter tends to hit hard line drives, the ball-angle
read can be risky because the ball will get to the infielders quickly and they may be able
to double the runner off third.
• How strong is the on-deck hitter? When runners are in scoring position, knowing that
your on-deck hitter has strong hitting ability may reduce the level of aggressiveness or
risk that you take to score runners. You don’t want to take the opportunity away from
your best hitter because you get the runner thrown out trying to score. You will tend to
be more aggressive with your runners when you are in the bottom of your lineup because
they generally hit for a lower batting average. In that situation, being aggressive when
the opportunity shows itself makes sense.
• How well can your runners read the catcher? A runner attempting to score must be able
to read the catcher so that she can adjust her slide away from the play. Runners usu
ally slide to the outside of home plate away from the catcher to avoid contact, but this
technique ultimately gives the catcher more time to tag them out. If the runner is good
at reading the catcher and can adjust her slide, she has a better chance to score on a
number of different types of throws coming into home.
• How well can your runners read the ball? If a runner gets a great jump or can read the
ball, then you will generally anticipate being more aggressive with your strategy when
the ball is hit. Because runners who get a good read or jump on the hit will be moving
toward home more quickly on the same ball than other runners will, they will have a
valuable head start.
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Approaching Home (continued)
When playing the short game, you and your players should be sure to consider the previous
• As a rule, being aggressive early in the game or when you have a lead is generally more
appropriate. Early in the game you should challenge the defense to make tough plays.
You anticipate having more opportunities later, so why not take a little more risk to see
whether you can take the lead? Similarly, when you are playing with a solid lead, you
are able to risk having runners thrown out because each run is slightly less important.
Still, you may want to take more risk by sending runners home late in the game when
you are behind by a run or two. You may not get many additional opportunities before
the end of the game, and you would regret never forcing the defense to make a play at
the plate. This situation is a tough challenge: Do you force the defense to make a play
at the risk of running your team into an out? Coaches should think in advance about
what types of hits or situations would prompt them to send the runners at that point in
the game. Coaches need to evaluate several things mentioned in this chapter before the
batter even sees a pitch.
• Past success against the pitcher may help you gauge how aggressive you will be with
runners in scoring position. The number of runners who have previously reached scoring
position may determine how aggressive you and your players will be when the scoring
opportunity arises. For example, if you expect to have many runners on base because
your team hits a particular pitcher well, then you may be more confident about sending
runners home on plays that you expect to be close.
• When you have a runner at third with less than two outs, you should consider where you
are in the lineup. Knowing that your next two or three hitters have success with runners
in scoring position will help you make decisions about sending runners. Additionally, if
you have trail runners on first or second base, you may opt to be more aggressive with
ground balls because the trail runners will likely advance into similar scoring position
even if the lead runner is thrown out at home.
• Generally, the runner on third has three options. A conserva
tive approach will be to make sure that any ball hit on the
At a Glance ground gets past the infield before the runner makes a move
the tex t off er toward home. Conversely, the runner can be in an aggressive
The following parts of oa ch ball-angle read or contact play and break immediately for
on ap pr
additional information home on any ground ball or mis-hit that hits the ground. In
ing home. this situation the player makes no judgment about whether
she has adequate time to score if the defense makes a play. She
42 simply breaks for home on first contact with a ball that is hit
Baserunning
136 toward the ground. Thirdly, the coach can have the runner read
Stealing a Base whether the ball is going to be hit toward the middle infield as
ua tion 14 5 a slow roller or high chop. In this situation the runner is given
First-and-Third Sit
the responsibility of making the judgment to break for home
g 149
Aggressive Baserunnin on ground balls that she believes will give her time to score
because of the location and type of the ground ball hit.
156
Hit and Run
T he skills of hitting and base stealing can

be combined to produce an effective offen
sive threat. This combination of the runner
moving on the release of the pitch and the
hitter swinging at the pitch is called the hit
and run. When executed correctly, the hit and
run creates an advantage for both the runner
and the hitter.
The hit and run can create huge momentum Readin g the Situation
for the offensive team. Creating momentum
is a large part of softball, and a well-executed How can you and your
players know when to
hit and run is a confidence builder for hit and run? Teach your use the
the offense and potentially a confidence ing:
• Know the game situa
destroyer for the defense. Because every base tion, including how ma
outs there are, where ny
that a runner advances toward home creates the base runners are,
where the defense is pla
greater pressure on the defense, a hit and ying the batter, what
the score is and so on
run can often advance the runner several . By being aware of
the situations at all tim
bases. In addition, the runner stealing on the es, players can easily
process the information
release of the pitch can open up defensive when they receive the
signal from the coach.
holes if infielders vacate their positions
early to cover the base. All these things • Watch for the signa
l from the coach and kn
combined can lead to positive momentum the expectations for yo ow
ur portion of the play.
for the offense. The downside occurs if the If you do not recogniz
e the signals or do no
hitter hits a sharp line drive at an infielder. understand them, poor t
execution on the hit
A huge momentum switch can occur if the and run is almost inevit
able.
defense can double up the runner, which is • Know the pitch coun
t on the hitter. The pitch
likely because she was stealing on a pitch typically throws hittab er
le pitches when she is
that a fielder caught for an out. behind in the count, so
this is a good time to
The hit and run is typically executed with use the hit and run.
a runner on first base, although the play can • Know who has steal
be done at any time and with runners at any coverage responsibilitie
so that you can anticipa s
base. For the hit-and-run play, the run or te where the fielder
will be when she attem
steal portion of play occurs first because pts the tag.
the runner steals on the release of the pitch.
The hitter then attempts to make contact
on the pitch after the runner has started.
This play is different than a standard
straight steal because in this situation the batter is required to swing at the pitch
and attempt to make contact with the ball if it is anywhere near the strike zone. The goal is for
the hitter to put the ball on the ground, ideally in a location out of the range of the defense. If the
hitter can drive the ball into a gap in the outfield, the result can be even better because the runner
will have a good chance to move up several bases. As with any offensive strategy, the hit and run
has risks, but good evaluation of the situation and correct execution can lead to great rewards.
Watch Out!
Reminder!
When using the hit an
• The defense communicates about whether they are antici d run, your play
ers must know your tea
pating the hit and run. m strategy and
game plan. Don’t forge
t to consider the
• A catcher tells her defense to hold their ground. questions on page 12
8.
• Defensive shifts keep the infielders from breaking early on
the steal.
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Hit and Run (continued)
• Pitchers who have erratic or wild delivery patterns or speeds

• Pitches far out of the strike zone that hitters instinctively want to take for a ball but must
attempt to hit
• Runners who try to get such a good jump off the base that they are called out for leaving early
• Runners who forget to peek back toward home while running to see where the ball is hit
• Runners who automatically stop at first base and thus forgo the potential for extra bases on
the hit

To hit and run successfully, you and your athletes must understand the following:
Rules
You and your athletes need to know several main rules when using the hit and run:
• Rules about the strike zone
• Rules about contact with a batted ball
• Rules about the batter’s box

must pay attention to the following physical conditions when using the hit and run:
• The condition of the base paths in front of the runner. Soft or muddy conditions may
make it challenging for the runner to stop quickly and change directions if the ball is
hit in the air.
The Run and Hit

A variation on the hit and run is the run and hit. In this play the runner steals on the pitch
just as she does with the hit and run, but the batter has two options. One is to swing away
at a hittable pitch in the strike zone. The second option is not to swing at the pitch if it is far
out of the strike zone. This variation falls somewhere between a straight steal and a hit and
run, and it is generally used in the same game situations. You might want to use the run
and hit instead of the steal or hit and run in these scenarios:
• With a fast runner at first you may be in a straight steal scenario, but you want to give the
hitter the advantage of knowing that the defense could be moving early and opening up
some holes. This gives you the same benefit of getting the runner going but also allows
your hitter to have the green light to swing aggressively at any pitch in the strike zone.
• Your hitter or hitters have been overcautious in their at bats and have been taking
too many good pitches in the strike zone. The run and hit encourages the hitter to be
less selective and just swing at good strikes. This adjustment can have a huge positive
effect on the hitter’s approach to the at bat.
• Your hitters, in general, have been swinging late or not swinging with confidence.
Sometimes the run and hit will put the hitter into a more confident and aggressive
mental approach during her at bat.
158
• The condition of the infield. A soft infield will slow the ball down and force the defense
to charge the ball more aggressively. A hard or fast infield will allow a solid ground ball
to get through the infield faster and past any infielder in the area.
• The grass in the outfield. Moisture or dampness of the grass in the outfield is a condi
tion to consider. Getting the runners going can cause the outfielders to make hurried
or rushed throws if the ball is hit to them. This circumstance will increase the runners’
chances of advancing several bases on the hit and run.

You and your players must account for your opponent’s strengths and weaknesses when using
the hit and run. Teach your players to consider the following about your opponents:
• How effective is the pitcher at throwing her moving pitches? Will the batter have a hard
time making contact with any or all of the pitcher’s go-to junk pitches? To take advantage
of the hit and run, the hitters need to understand the type of movement that the pitcher’s
ball has, as well as which type of moving pitch she throws most often with runners on
base. Having this knowledge will help your hitters make the adjustments necessary to
put the ball on the ground to advance the runner. The greatest threat to success on the
hit and run is a caught fly ball or line drive, so if the pitcher throws lots of rise balls then
the hitter will need to make sure to get on the top half of the ball.
• How strong is the catcher’s arm? The hit and run becomes a straight steal attempt if the
hitter fails to make contact on the pitch. Therefore, the runner’s speed versus the catcher’s
arm strength and release could become a factor. The runner will already be committed
to going and will be halfway between the bases. If she has better than average speed, she
may still have a chance to be safe on the steal.
• What is the count on the batter? If the pitcher has been throwing lots of balls early in
the count and is thus working from behind, the hitter will likely have the advantage of a
hitter’s count at some point during the at bat. A hitter’s count is 2-0, 3-1, 3-0 or even 2-1
or 1-0 when considering the hit and run. One of these counts is a good time to put on the
hit-and-run play because the pitcher will likely be throwing a pitch in or near the strike
zone to avoid getting further behind in the count.
• Does the pitcher throw the first pitch to most batters for a strike or close to the strike
zone? If so, the coach may want to call the hit and run on the first pitch to the batter.
Conversely, the first pitch is not a good time for the hit and run if the pitcher rarely
throws a hittable first pitch.
• What is the position of the defense? Sometimes middle infielders cheat and move a few
steps closer to the base that they need to cover for the steal. This defensive shift allows
the defender to hold her position longer. She is therefore less likely to leave her fielding
position to cover for the steal when the runner takes off.
• How quick are the middle infielders? If they are quick, agile and able to change direction
to react to a ball when they are off balance, then they will be able to recover and field the
ball even if they have begun moving to cover the steal.
• Do the infielders keep their composure under pressure? Some players consistently
rush their throws under pressure and therefore make throwing errors in crucial situa
tions. With a runner moving on the pitch, an infielder may panic and rush her throw to
attempt to get the lead runner. Because the lead runner is on the move with the release
of the pitch, the infielder’s attempt could be late or the infielder might be indecisive on
the play and throw too late to retire the batter. With good speed on the bases and at the
plate, the hit and run can create enough pressure to allow both runners to be safe even
on routine ground balls.
(continued)
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Hit and Run (continued)
Self-Knowledge
to have knowledge about your own team’s ability. When using the hit and run, you and your
• How good is the hitter at making contact with movement pitches in different locations
around the plate? Hitters who struggle to make contact with certain movement pitches
or pitches in certain hitting zones might not be good candidates for a hit and run. You
will need to consider the hitter’s strengths and abilities when matched up against the
pitcher’s style and tendencies. For example, a player who does not hit the rise ball well
would be a poor hit-and-run candidate if the pitcher primarily throws the rise ball.
• How quick is the player at bat? If the batter has better than average speed, she will not
hit into double plays often. This scenario is favorable for using the hit and run because a
ground ball in the infield is unlikely to result in a double play even if the defense is able
to get the lead runner. On the other hand, a batter who is not fast and regularly hits into
double plays may not be a good candidate for a hit and run. Because the hitter is attempt
ing to hit the ball on the ground as part of the play, if the defense is able to field the ball
and get the lead runner out, the batter’s lack of speed could lead to a double play.
• How fast are the runners on base? The hit and run becomes a steal attempt if the batter
fails to make contact with the ball. A fast runner can often advance even if the batter
does not make contact.
• How well can the runners on base read the ball off the bat? Some runners have exceptional
ability to stop or read and react to the ball as it is hit off the bat. With runners on base
who have the ability to read and react, the hit and run can be an excellent call because
the runners will be effective on all types of balls hit.
• Where are you in the lineup? If the current batter is a much better hitter with runners in
scoring position than the on-deck hitter, then the hit and run can be a strong option with
a runner on first base. Rather than trade an out to advance the runner to second with a
sacrifice, you can use the hit and run to maximize your hitter’s ability and possibly end
up with extra bases and no outs on the play.
• Does the batter put pressure on herself to get a hit instead of just focusing on making
contact with the ball on the hit-and-run play? Knowing how your batter is likely to react
when given the signal helps you determine whether the hit and run is a strong option.
• Does the batter commonly hit a lot of fly balls on balls outside the strike zone? Fly balls
and pop-ups are definitely a huge negative in the hit-and-run scenario because the runner
could be far off base when the ball is caught and the defender may be able to throw back
to the base and double her off. Tread cautiously with the hit and run with batters who
often hit pop-ups.
When using the hit and run, you and your players should be sure to consider the previous
• Hitters should avoid panicking when the pitch is not hittable. Instead of popping up the
ball, they should swing just to distract the catcher. Batters need to be able to evaluate
whether they will be able to hit the pitch on the ground or into a gap. If they are not able
to do that, their next best option to help the runner be safe is to distract the catcher by
swinging at the pitch. The worst possible outcome on a failed hit and run is a double
play that results from either a ground ball or a ball hit in the air to a defender who can
throw the ball to the runner’s original base before the runner can return to it.
160
• If the defense is expecting the bunt and the corners are play
ing close or moving in closer to home plate to attempt to get At a Glance
the lead runner on a bunt, the hit and run can be a strong
option. The defensive setup in this scenario creates bigger The following parts of
the text offer
holes in the 5-6 and 3-4 positions because the corners are additional information
on the hit and
playing closer and therefore cannot get to as many balls run.
in those gaps.
• The hit and run is a good option in situations in which
Hitting
the pitcher does not throw many rise balls. For obvious 22
reasons, the rise ball is a tough pitch for the batter to put Playing the Short Game
130
on the ground and it leads to lots of fly balls on the hit
Stealing a Base
and run. 136
• A good scenario for the hit and run occurs when your Protecting the Runner
on 141
team has been consistently getting runners on base in a a Steal
game but is leaving them stranded at second base. Using Aggressive Baserunnin
the hit and run instead of the sacrifice bunt may advance g 149
the runner all the way to third base. Because your team Sit uational Hitting
162
has been getting many runners on base, then even if the
hit and run fails you will likely put more runners on base
later in the game.
• Use the hit and run more often when your team has not had success using the
straight steal. Combining the speed of the runner with the offensive potential of the hitter
can lead to a good chance of advancing the runner compared with using the speed of the
runner alone on a straight steal.
• Use the hit and run more often when your hitter has been slumping and has been tenta
tive at the plate. Hitting is very much about the batter’s mental approach when she steps
into the box. If the hitter is not confident in her decision-making process about balls and
strikes, taking the indecision out of the equation with the hit and run can sometimes give
her a more confident approach to the at bat.
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Situational Hitting
T he hitter’s ability to change or narrow the

optimal outcome during a particular at bat
because of the count, the location of the runners,
the number of outs, and or any other variation
in the game is called situational hitting. The
biggest difference between batting practice and
a game is that a game includes variables outside
the mechanics of the swing and the ability of the Readin g the Situation
pitcher. To prioritize the team’s success above
individual statistics is what keeps baseball and How can you and your
players know how
softball a team sport. Situational hitting is a to hit based on the ga
me situation? Teach
combination of adjusting the approach to an your players to do the
following:
at bat to optimize the team’s opportunity and, • Know the number of
ironically, adjusting the approach to an at bat outs and where
the runners are.
to optimize the hitter’s ability to be successful
• Know the pitcher’s
(i.e., get a hit). tendency to
use specific moving pit
ches. Some
pitchers have a specific
Watch Out! pitch that they use wh
go-to
en they are
The following circumstances might distract your in trouble or when the
y feel the
athletes: pressure of runners be
ing on base.
• Know how the pitch
• The player at bat may be anxious and er has thrown to
previous batters in va
overanalytical. Or the batter may have a rious counts
and situations.
one-track mind about the outcome and
not adjust well to the situation, perhaps • Keep an eye on the
defense and be
because she is more concerned with her aware when changes
occur in their
batting average or records than the team’s movement or respons
ibilities.
success. Some ball players may just lack
the maturity to understand how their at bat
can help the team succeed.
• A player may fail to process all the options
before stepping into the batter’s box. This failure limits the chances that the batter will maximize
her at bat and contribute to the team’s overall success.

To hit successfully based on the game situation, you and your athletes must understand the
following:
Rules
Reminder! You and your athletes need to know several main rules when hit
the game situa ting based on the game situation:
When hitting based on
know your team
tion, your players must • Rules that govern the strike zone
strategy and game pla • Rules about why a ball or strike is called against a batter
on page 128.
consider the questions • Rules that deal with catcher’s interference
• Rules that deal with batter’s interference with the defense
162
The physical playing conditions will significantly affect the game. Thus, you and your play
ers must pay attention to the following physical conditions when hitting based on the game
situation:
• The condition of the infield. If the infield is soft or in some other condition that slows the
ball down, dropping a bunt down can put a lot of pressure on the defense. On the other
hand, a hard infield can allow ground balls to get past the infielders quickly or cause bad
hops that can be challenging for the defense. These scenarios make trying to hit ground
balls a better option than trying to hit fly balls.
• The wind. If conditions are extremely windy, fly balls can be difficult for the defense to
make plays on and get outs.
• The position of the sun. The sun can be a huge factor for the defense to contend with
at certain times of the day and at certain fields. Generally, the sun creates challenging
situations on fly balls.

You and your players must account for your opponent’s strengths and weaknesses when hit
ting based on the game situation. Teach your players to consider the following about your
opponents:
• How effective are the corners and pitchers at fielding bunts, particularly the drag bunt?
Corners may not expect certain hitters to bunt, and a drag bunt in that situation could
put the batter safely at first base on a hit or an error.
• How effective is the second-base player at covering first base on a bunt? The defense’s
weak link in defending the bunt may be the second-base player’s ability to get to first base
in time to handle the throw. When the second-base player is playing very deep or up the
middle, she may be unable to cover first base in time to get the out on a drag bunt.
• Does the catcher relay information about subtle changes that a hitter makes in the box?
Learning that the defense does not communicate well is valuable because a hitter or the
offense can take advantage of such teams. If a hitter makes adjustments at the plate to
increase her ability to hit certain pitches or to hit to certain locations on the field and the
catcher doesn’t relay this information or adjust the defense, the offense can definitely take
advantage of the situation. For example, the batter may move off the plate to try to hit the
inside pitch better. If the catcher doesn’t communicate or adjust the defense to shift off
the right-field line, then the offense can take advantage by moving around in the box.
• How strong is the pitcher? Against a dominating pitcher, the batter may alter her position
in the batter’s box to eliminate a particular pitch or alter her approach to take a particular
pitch and focus on trying to hit a specific type or location of pitch.
• For example, pitchers who have an outstanding rise ball might be easier to beat if the bat
ters move to the very back of the batter’s box and focus on not swinging at any pitches in
the top of the strike zone because they will be moving up. Similarly, batters could combat
pitchers with good drop balls by moving to the back of the box and being selective or
moving to the front of the box and trying to make contact before the ball has a chance to
break. Stepping off the plate or crowding the plate is an option that can be used against
pitchers who rely heavily on the curveball or screwball.
• What is the arm strength of the outfielders? Knowing which outfielders have weaker
arms can alter how an offense chooses to hit in certain situations. Determining ways to
take advantage of weaker arms is always part of a good game plan.
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Situational Hitting (continued)
• What is the defensive coverage in specific situations? Knowing which players move to
cover bases in certain situations can help the offense make decisions about executing
in specific situations. When the defense shifts their starting positions, they create holes.
Using any information about the opponent can give your offense an advantage.
Self-Knowledge
to have knowledge about your own team’s ability. When hitting based on the game situation,
you and your players must be aware of the following:
• How well does the hitter control the bat? The batter needs to have enough body aware
ness to make specific adjustments in the middle of an at bat. For example, in a two-strike
count, many defenses shift out of a bunt defense. If your batter can still execute a bunt,
she can contribute significantly to the offense. Additionally, all hitters should practice and
train how to adjust their swings when the count changes. Success in situational hitting is
not limited to getting a hit. Sometimes it is about moving runners. Sometimes it is about
staying inside the ball and attempting to hit to the opposite field. The key to situational
hitting is for the hitter to have confidence in her ability to adjust and alter her approach
to maximize the chances for success.
• What pitches does the hitter hit best? The player at bat needs to know her strengths and
weaknesses as a hitter. More important, she should know what pitches to hit in specific
counts. Pitch recognition and reaction are a product of isolating the optimal swing for
particular pitch locations. For that reason, players should practice hitting off live pitchers
or at least hitting different pitch locations, not just pitches thrown down the middle of
the plate off a machine. The more confident the hitter is in her game plan and her ability
to recognize the optimal pitch, the more success she will have at the plate in situational
hitting opportunities.
• What weapons does the hitter have in her arsenal? The more options a hitter has to call
on and use in different situations, the greater her ability is to adjust to the demands of
different situations in a game. Options include the ability to drop a drag bunt, to track
the ball deeper in the zone and hit to the opposite field, to hit a ground ball to the right
side, to hit a deep fly ball, to take several pitches and be able to hit successfully with two
strikes, to foul off a large number of pitches and so on.
• How well does the hitter know the strike zone? The player at bat needs to be able to
adjust to the strike zone that the umpire is calling. If a hitter can trust what she sees and
force a pitcher to throw more strikes, she will be able to succeed in a variety of situations
during the game.
• How well does the hitter comprehend the game situation? The player at bat must be
aware of what the game situation is and what adjustments she should make. Experience
is a huge part of learning what works and what does not work, but coaches should take
every situational opportunity that comes up in a game and review it with their players
after the game.
• How well do the players on the bench focus on the pitcher’s tendencies against their
teammates? When players on the bench do not play close attention to other players’ at
bats, they have less information when their turn at bat comes. Situational hitting requires
all players, including potential subs and pinch hitters, to be invested and involved at
all times.
164
Individual Hitting Strategies and Adjustments
Individual players, as well as teams, should have a hitting strategy when they are at bat. Hit
ters should step to the plate with a specific plan to create the greatest chance for success.
Specific situations and scenarios that a hitter needs to be prepared for include the following:
• Hitting the first pitch
• Hitting when ahead in the count
• Hitting when behind in the count
• Hitting adjustments during the game
Hitting the First Pitch

When preparing for an at bat, your hitter should answer several questions before stepping
to the plate. The answers to these questions will help your hitter focus on specific zones and
pitches that she should be looking to hit and others that she should be looking not to hit.
• What location in the strike zone do I consistently hit best?
• What location in the strike zone do I consistently not hit well?
• What pitch am I looking to hit?
• What pitch am I looking to stay away from?
Hitting When Ahead in the Count

One of three things will happen after the first pitch—the hitter will hit the ball, be behind in
the count or be ahead in the count. Hitting when ahead in the count should favor the hitter.
Pitching counts that are considered in the hitter’s favor are the 3-0, 3-1, 2-0 and 1-0 counts.
Hitters should make educated decisions about what pitch the pitcher is going to throw, but
they should also continue to look for the pitch that they earlier identified as giving them the
best chance of success.
Hitting When Behind in the Count

When the hitter bats with a count in favor of the pitcher, she needs to make adjustments
to increase her likelihood of success. Counts considered to be in the pitcher’s favor are 0-2,
1-2, 0-1 and 2-2. In these situations, the hitter must open up the zone and go after pitches
to protect against being called out on strikes by the umpire. In these counts, a hitter can
still have a plan to protect herself if she has learned how to foul off pitches. When a hitter
has two strikes, the ability to stay inside the ball and hit to the opposite field can extend her
time at bat.
Hitting Adjustments During a Game

Hitters face many challenges during a game. Besides dealing with the pressure of the game,
the hitter must contend with the pitcher’s attempts to throw off her timing and ability to
hit the pitch. An important principle that hitters need to grasp is that they cannot control
everything, but they can control how they choose to deal with challenges placed in front of
them. Following are a few of the basic strategies that players can use to adjust to certain
hitting situations.
Adjustments to a Junk Pitcher When facing a pitcher who uses a lot of movement but
not overwhelming speed, the hitter can make a couple of adjustments. If the hitter is strug
gling with this type of pitcher, she should move up in the batter’s box to attempt to make
contact with the pitch before it moves. To adjust to the slow speed, the hitter should focus on
(continued)
(continued)
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Situational Hitting (continued)
Individual Hitting Strategies and Adjustments (continued)
hitting to the opposite field. This approach will help the hitter watch the ball longer and track
it deeper into the hitting zone. Another option is to move to the deepest portion of the batter’s
box and force the pitcher to throw a lot of pitches. If a junk pitcher has considerable move
ment on her pitches, then, in theory, the farther the hitter moves back, the greater the chance
is that the pitch will move out of the strike zone when it gets to the hitting zone. Note, how
ever, that this adjustment may not work for impatient hitters who struggle to stay off pitches.
Adjustments to a Power Pitcher Power pitchers are generally successful against hit
ters who have a tendency to overswing. Hitters who can adjust their swing to stay compact
and rely on using the pitcher’s speed will have greater success. Hitters must learn that they
can start their timing or their preparation to hit earlier without committing to taking a full
swing. The easiest solution is to move to the back of the batter’s box. The extra 2 to 3 feet
can make a difference for hitters who are late with their timing. Hitters can also shorten up
their swing by choking up slightly on the bat and starting with a slightly wider stance.
Adjustments to a Rise-Ball Pitcher As a rule, rise-ball pitchers excel when they can
get a hitter to swing at a pitch that is out of the strike zone. The first adjustment that your
hitter should make is visual—she should adjust her strike zone and stay off any pitch that
is starting above the waist. Additionally, a hitter can adjust the part of the ball that she is
looking to make contact with. Tracking the ball into the hitting zone and focusing on the
top half of the ball can help a hitter make solid contact. An additional adjustment is moving
to the back of the batter’s box. If a rise-ball pitcher struggles with throwing the low rise,
she will have to adjust to keep the ball in the strike zone. Hitters need to be disciplined and
patient to avoid chasing balls that are out of the strike zone.
Adjustments to a Curveball Pitcher Against pitchers who like to work the inside and
outside corners, your hitters may have to create a plan that eliminates one of the pitcher’s
pitches. Hitters who crowd the plate can dramatically affect some of these pitchers, so your
hitter may want to do just that to increase her chance of hitting the outside pitch. In doing this,
the hitter’s goal is to challenge the pitcher to throw inside for a strike or risk hitting the batter.
Adjustments to an Off-Speed or Change-Up Pitcher Against an off-speed or

change-up pitcher, the hitter’s adjustments may be more mental than physical. Hitters
should approach the plate with a specific plan. For example, if the pitcher throws one or
more change-ups to every batter, the hitter can plan to take the faster pitches and look to hit
the change-up when the pitcher throws it. To use this option, however, the hitter will have
to foul off the fastball to protect herself if she has two strikes. Another option is just the
reverse—the hitter could commit to staying off the off-speed pitch or change-up until she
has two strikes on her and then foul off those types of pitches until she sees a fastball in the
strike zone. With either strategy, the hitter must completely commit to it to have success.
Hitters can change their plan from one at bat to the next, but they should not switch in the
middle of an at bat.
When hitting based on the game situation, you and your players should be sure to consider the
• Make sure that all your hitters know how to hit pitches in every possible zone. Hitters who
can only hit the ball pitched down the middle will make limited contributions because
many pitchers never throw that pitch. A hitter needs to be able to succeed against all
types of pitch locations, not just what they naturally do well.
166
• Teach all your players to execute all short-game skills including the drag bunt so that
they have the option when the situation warrants. If the game situation calls for a spe
cific play and your hitter cannot perform, you will have to substitute for her or forgo
the opportunity to maximize your team’s chance to succeed. Often, slower power hitters
do not think that they need to know how to drag bunt, but the time may come against
a vulnerable defense when the offense would benefit most to have the hitter drag bunt
regardless of her foot speed.
• Make sure that your hitters are comfortable hitting behind the runner (to right field) with
runners on second base. A runner at second base is much more likely to score on a ball
hit to right field for two reasons. First, the runner does not need to hesitate to make sure
that the ball will go through the infield when it is hit to the right side. Second, throws
coming in from right field are more challenging for the catcher to receive while she tries
to read the runner coming to the plate.
• Teach your hitters to be patient when a runner is on third base. Pitchers are cautious
about throwing hittable pitches in this situation, so keep your players from being
anxious and swinging at less than ideal hitter’s pitches. Pitchers often throw pitches
inside to try to get the hitter to hit foul balls and fall behind in the count. Many young
hitters swing aggressively and early when a runner is at third base. A patient hitter
has a strong game plan about what pitch she is looking to hit, and she will not deviate
from that plan. Her game plan may vary depending on the pitcher, the umpire or the
defensive alignment.
• Encourage your players to hit deep into the count when they
are leading off an inning. This approach helps subsequent At a Glance
batters see a large number of pitches. The more pitches
that a pitcher throws in a game, the more information The following parts of
all your hitters can gain about the pitcher. Hitters in the the text offer
dugout or on deck often fail to pay attention to what the on situational
hitting.
pitcher is throwing to other batters. If all hitters watch
every at bat, then hitters who can hit deep into a count
early in the inning can help provide more information to Hitting
22
the rest of the team about the pitcher. Hitting deep into
the count means swinging only at strikes, not chasing 130
pitches out of the strike zone and fouling off pitches with Protecting the Runner
on
a Steal 141
two strikes. Technically, hitting deep into the count means
making the pitcher throw a large number of pitches in a
particular at bat. 145
• Teach your athletes to make adjustments going into their Hit and Run
157
second at bats. Eight hitters have hit since a player’s pre
vious at bat, and each player should have gained a great
deal of knowledge about the pitcher by then.
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chapter
6
Defensive
Tactical Skills
This chapter will cover the defensive tactical skills that you and your players must
know in order to be successful. In this chapter, you will find:
Skill Page Number
Infield Defensive Responsibilities 170
Outfield Defensive Responsibilities 176
Defending the Bunt 182
Pickoffs 186
Rundowns 191
Defending the First-and-Third Play 195
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Infield Defensive Responsibilities
W hen playing defense, infielders

need to refocus one pitch at a time.
Each pitch begins a new situation, and
each fielder needs to take ownership of
a specific set of responsibilities to maxi-
mize the team effort. The infield makes
most of the plays in a game and has the
responsibility of defending against the
short game and dealing with the runners Readin g the Situation
on base. Your four infielders, the catcher
and the pitcher all contribute to the How can you and your
players determine infiel
responsibilities? Teach d
team’s infield defensive effort. By work- your players to do the
ing together as a unit, the team defense following:
becomes more effective and makes it • Know the game situa
tougher for an opponent to score. tion, the score, the
number of outs and wh
ere the runners
are. Informed defende
rs can be better
Watch Out! prepared for the vario
us situations that
may come up during
The following circumstances might dis- the game.
• Communicate to ma
tract your athletes: ke sure that all
infielders know their res
ponsibilities.
• There are speedy runners on base. • Move and flow togeth
If infielders anticipate that a runner er as a unit to be in
the correct position to
will be stealing, they may vacate prevent the offense
from gaining an advanta
their positions before the batter ge.
• Know the tendencies
makes contact, creating holes of the hitter at
where the batter can hit the ball the plate and be prepa
red to respond
safely through the infield. decisively when the ba
ll is hit.
• When runners are on
• Batters take big swings. A big base, infielders must
swing can distract your defend- be prepared for a steal
on every pitch.
ers from their focus on the run- • Stay in base coverag
e until the ball is
ners. Infielders need to be able dead or back in the cir
cle.
to keep sufficient focus on all
responsibilities at the appropri-
ate times.
• There are loud crowds or oppos-
ing teams. High levels of noise may disrupt defensive communication in
crucial situations.
• Players may become distracted by opposing coaches’ oral or visual signals.

To determine defensive responsibilities in the infield successfully,
Reminder! you and your athletes must understand the following:
sive responsi-
When determining defen Rules
ur players must
bilities in the infield, yo
gy and game
You and your athletes need to know several main rules when you
nsider the ques-
plan. Don’t forget to co are determining defensive responsibilities in the infield:
tions on page 128. • Rules about interference and obstruction
• Rules about force plays
170
• Rules about when a pitcher becomes an infielder
• Rules about the pitching circle
• Rules about receiving a throw when a runner is approaching the base
• Rules about dropped third strikes
• Rules about infield fly-ball outs
• Rules about balls thrown out of play

must pay attention to the following physical conditions when determining defensive respon-
sibilities in the infield:
• The condition of the infield. Playing on either a soft, slow infield or a hard, fast infield
will change how infielders prepare for and approach ground balls. If the infield is slow
or soft, infielders need to attack or charge the batted ball aggressively to have a chance
at throwing out the runner. Conversely, on a hard infield, infielders need to stay set and
prepare for the ball coming quickly at them. Additionally, knowing whether any areas
are wet or slippery will be helpful. Wet or soft spots on the field of play may affect how
the ball comes out of that area. An infielder may choose to be more aggressive and get
to the ball before it enters a wet or slick area.
• The position of the sun. Infielders should be aware of the sun’s position so that no sur-
prises occur during the inning. The sun may affect a fielder who is receiving or making
a throw, or it can affect a ball hit by the batter. Fielders should try to avoid making plays
from a position where the sun is in their eyes.
• The condition of the grass in the outfield. If the ball comes back into the infield wet, the
infielders may have difficulty throwing the ball. A wet ball will be tougher to grip firmly
and can slip out of the hand during a throw. If the infielders are prepared to handle a wet
ball coming back into the infield, they can compensate by finding a seam or loosening
their grip to maintain an accurate throw.
• The direction and strength of the wind. Balls hit up into the wind can be aided or moved.
A wind-aided ball can travel substantially farther, and a ball held up in the wind will not
travel as far as it otherwise would. Flight patterns of balls hit into calm air are consistent.
The distance that the ball travels from the hitter to the peak of its flight defines the dis-
tance that it will travel before it contacts the ground. Good fielders use this knowledge to
get to the spot where the ball will land without floating or drifting during the entire flight
of the ball. Know which direction the wind is blowing can be extremely helpful. If the
fielders know the strength and direction of the wind, they can be prepared for changes
in the flight of the batted ball.

You and your players must account for your opponent’s strengths and weaknesses when deter-
mining defensive responsibilities in the infield. Teach your players to consider the following
about your opponents:
• What type of hitter is at the plate? Infielders who can obtain information about the hitter
or use experience with that hitter to know more about her ability and strengths can make
defensive decisions. For example, if the hitter is a faster player who can drag bunt or slap
hit, the corners can come in closer and the middle infielders can shift. Or, if a slower
power hitter is at the plate, the defense can adjust accordingly and move back.
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Infield Defensive Responsibilities (continued)
• How quick are the runners on base? The speed of the runners on base will help deter-
mine where the defense needs to play. Middle infielders will need to adjust their start-
ing positions to cover second base or third base on the steal. With a fast runner on first
base, the shortstop may need to move her starting defensive position slightly closer to
second base so that she will be able to get to second on a steal by the runner. The same
situation may apply with an extremely fast runner on second base if the shortstop is to
cover third for the steal.
• What type of offensive strategy does the opponent use? The opponent may have quick
players and rely heavily on the short game and aggressive baserunning. Or the opponent
might be extremely powerful and rely on big hits and swinging for power. Either way the
more information that the defense has about the opponent, the better they can adjust.
• Does the opponent run a conservative or aggressive style of play? If a team relies on
the sacrifice bunt and a more conservative style, the defense can adjust accordingly.
If the offensive team likes to get the runners started early in the short game or likes to
try to take extra bases on routine plays, the defensive team can make sure that they are
prepared and not surprised. The defensive team may want to use fake throws to try to
catch lead runners off base. If the offensive team is aggressive and uses a risky type of
play, the defense can prepare to take advantage of overaggressive base runners. Aggres-
sive offensive play will have the runners on the move before the batter makes contact on
bunts, slaps or batted balls. This approach is risky because the batter may fail to get the
ball down on the ground. Therefore, the runner is at risk of being doubled off the base
on a ball hit in the air.
• Do the base runners take aggressive leadoffs? Is so, the defense has a prime opportunity
to run pickoff plays or throws back to the base between pitches. If the opponent uses
aggressive leadoffs, the runners will often be far off the base on every pitch. Good catchers
can use a quick throw back to the base or even run a set play with a pitchout to attempt
to pick off the runner.
Self-Knowledge
to have knowledge about your own team’s ability. When determining defensive responsibilities
in the infield, teach your players to be aware of the following:
• Do the middle infielders have enough range to cover second base on steals? If your middle
infielders cannot cover the steal from their normal position, they will need to adjust a
few steps closer to the base. If the defensive player is capable of covering the ground
necessary to make a play, then she might be able to get away with moving farther from
base coverage responsibility. Either overall foot speed or very good reaction time may
permit the defender to cover more ground than another player can.
• What kind of a pitcher is on the mound? If the pitcher throws a lot of drop balls that often
result in mis-hit choppers or slow ground balls, then the infield may need to play closer to
home to field the type of ball commonly hit off that pitcher. Similarly, if a pitcher throws
a lot of rise balls and the outfielders are accustomed to the types of fly balls hit off that
pitcher, then they can adjust their defensive positioning to increase their odds of making
a successful play. If the pitcher throws a lot of drop balls that lead to a high number of
ground balls, the infield may shift to cover the infield differently. Infielders and outfielders
can shift their starting positions in a number of ways; they can move in, move out, move
left or move right. In addition, by learning how the ball commonly comes off the bat—its
spin, velocity and angle—with a particular pitcher, they can anticipate and prepare.
172
Defensive Coverage Situations
Although infield coverage for the game of softball is relatively simple, each player must
remain active and engaged when the ball is in play. If we eliminate home plate coverage,
a responsibility that falls solely on the catcher on balls hit into the infield, we have four
infielders and a pitcher to cover three bases. Clearly, enough players are available to make a
play on the ball and still have all the bases covered. Let’s look more closely at defensive cov-
erage in the infield.
No Runners on Base
If the ball is hit or bunted in front of the first-base player, then the second-base player
covers first base. In fast-pitch softball, the pitcher almost never covers first base because
the close proximity of the bases and the speed of the play make it difficult for the pitcher to
get to the base, turn around and receive the throw. On plays when the second-base player
covers first, the shortstop covers second base and remains there until the runner is called
out at first or the ball is returned to the pitching circle.
On balls hit to second base, to the pitcher or to the left side of the infield, the first-base
player covers first base for the force-out and either the second-base player or the shortstop
covers second until the out is made or the ball is returned to the pitching circle.
Runner on First Base

For ground balls hit to the first-base player, the second-base player or the pitcher, the
shortstop is the primary coverage at second base to turn the double play and the third-base
player retreats to cover third base. Depending on which one fields the ball, either the first-
base player or the second-base player covers first base. The catcher moves to back up the
throw to first base and cover up any openings in the dugout, and the pitcher comes in to
cover home in case an overthrow occurs.
For ground balls hit to the left side of the infield, the second-base player is the primary
coverage at second base for the force-out or double play. Whoever did not field the ball,
either the third-base player or the shortstop, moves to cover third base and remains there
until the ball is back in the pitching circle. The first-base player retreats and covers first
base for the force-out. The catcher moves down the line to back up the throw to first base,
and the pitcher covers home.
Note, however, that with no outs or one out and a runner on first, the batter may be bun-
ting, so refer to “Defending the Bunt” on page 182 to learn the coverage.
Runner on Second Base or Third Base or Both

For balls hit to the pitcher or the right side of the field, the third-base player retreats to
third to cover for the force or tag play, depending on the situation. The middle infielders
move toward second base and communicate which player will cover the base. The first-base
player retreats to cover first base. In this situation, the catcher stays at home and does not
run up the first-base line to protect against the overthrow.
For balls hit to the left side of the infield, whoever does not field the ball moves to cover
third base. The second-base player covers second base in case of a throw to second, and
the first-base player covers first base for the potential force-out. Again, the catcher stays at
home in case of an overthrow or play at the plate.
Note, however, that with one out or no outs and a runner on second or third or both, the
batter may be bunting, so refer to “Defending the Bunt” on page 182 to learn the proper
coverage.
(continued)
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Infield Defensive Responsibilities (continued)
• How well does the pitcher perform as a fielder? If the

pitcher has good range, the corners have more freedom
At a Glance in some coverages. You may be able to adjust the middle
the text offer infield positions as well if the pitcher can defend well on
n on inf iel d balls up the middle.
ad di tio na l inf or ma tio
es. • How good is the range of each infielder? Knowing which
defensive responsibiliti
infielders have the best range can help in adjusting the
defense to maximize the coverage.
56
Throwing • How strong are the infielders’ arms? How quick are their
61 releases? Knowing this can help when making decisions
Infield Throws
67
about how deep to play when certain hitters are at the
re-
Fielding Balls on the Fo plate.
nd or Ba ckh an d Sid e
ha
72
in Decision-Making Guidelines
the Infield
When determining defensive responsibilities in the infield, you
182
Defending the Bunt and your players should be sure to consider the previous infor-
84 mation. Also consider the following guidelines:
Catching a Throw
186 • The game situation may determine how you execute
Pickoffs your defensive strategy. Late in a close game, the defense
191
Rundowns should play conservatively and make high-percentage
an d- 19 5 plays that put more pressure on the offense. Earlier in the
Defending the First-
game the defense may play more aggressively and attempt
Third Play
to stop any momentum that the offense starts.
• Play more aggressively and take more risk on defense if
you are far ahead in the game. You may choose to play
off the line more and play slightly deeper to increase range. Most balls are hit between
the right-center and left-center gaps, so moving off the line puts the defenders where
more balls are hit but increases the risk of giving up extra bases on routine hits down
the line.
• If you have a lead of several runs late in the game, continue to play for outs and do not
always go after the lead runner. Conserving outs is the greatest challenge for the offense
late in the game, so recording outs on every batter will eventually take the momentum
out of a late-inning threat.
• Shift the defense on pull hitters with no runners on base. Moving the defense to fill more
holes can challenge a predictable hitter.
• Use all the knowledge about the opponent, yourself and the situation to make high-
percentage decisions about positioning the defense. Remember that every pitch brings
a new situation, and you can make adjustments at any time.
• Work as a team to communicate with one another. For example, use bench players to help
when a runner is stealing. Communication can be a big help to your defense in defending
the steal.
174
Steal Coverages
One of most common flaws in the infield is that little or no communication occurs before
the pitch about which players are covering the bases for steals in various situations. You
may use option A when the offense does plan A and use option B for coverage if the offense
does plan B. Practicing and communicating these defensive steal coverages is extremely
important for your team’s overall trust and comfort during a game.
Steal Coverage at Second Base

The traditional way to cover second base on a steal is to have your shortstop take the throw
at second from the catcher. You can position the shortstop more up the middle closer to the
base. Note, however, that this positioning leaves the defense vulnerable to a right-handed
pull hitter or a left-handed hitter who hits to the opposite field. In a slap defense you may
want to have your shortstop closer to the 5-6 hole. In this case the second-base player
covers the base on a steal.
Here are some standard second-base coverage responsibilities:
Runner on First With a Right-Handed Batter at the Plate

In this situation, if there are two strikes on the batter or two outs in the inning, the first-
base player is positioned deeper to receive the throwback from the catcher. This positioning
frees up the second-base player to cover on the steal. If the first-base player is playing in for
a bunt, then the second-base player shifts over toward first base to hold the runner and be
ready for the bunt coverage. This situation requires the shortstop to be the coverage for the
steal at second.
Runner on First With a Left-Handed Slap Hitter at the Plate

A common way to defend the left-handed slap is to move the third-base player in a few
steps and have the shortstop shift over toward the hole between third and short, com-
monly referred to as the 5-6 hole. The shortstop will be in the baseline for the short slap.
The second-base player shifts over toward second slightly and just behind the base path.
The second-base player becomes the primary receiver at second for a steal. In this defense,
however, the second-base player may be vulnerable if the offense puts down a bunt to the
first-base side of the field. You can also choose to have the first-base player appear to be in
for the bunt but then retreat to first base to cover for all bunts. In this case the third-base
player and pitcher have primary responsibility for bunt coverage.
Steal Coverage at Third Base

At third base, there are two ways to cover on a steal. Both require communication among
all players involved in the play—the third-base player, the shortstop and the catcher. One
coverage is for the shortstop to move a few steps in her ready position so that she can cover
the base. This way of defending the steal at third is done when the third-base player needs
to defend against the bunt. The shortstop shifts toward third to gain an advantage against
the runner so that she has enough time to catch the ball on the run, turn her body and
tag the runner out. The third-base player must make sure that she is out of the view of the
catcher and shortstop so that she does not block the throw.
Another way to defend the steal of third is to have the third-base player drop back and
cover the bag. This method is common with a middle-of-the-lineup batter, with two outs,
with two strikes on the batter or with a large lead. Note, however, that some offenses use a
fake bunt to decoy the third-base player to come in, which leaves third base wide open on
the steal. When using this defense make sure that your pitcher has bunt coverage responsi-
bilities on the third-base side to keep your coverage at third base solid.
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Outfield Defensive Responsibilities
O utfielders are the last line of defense,

so they above all others must antici-
pate fielding a batted ball or responding
to an error. Many believe that the weakest
players play the outfield, but these play-
ers must be the most mentally strong on
the field. Infielders can more easily stay
focused on the game because they have
a greater chance of having the ball hit to Readin g the Situation
them. Balls are far less likely to be hit
to the outfield, especially against a good How can you and your
players determine
pitcher. The outfielder’s job is to make a defensive responsibilitie
s in the outfield? Teac
your players to do the h
play on the ball and hold the base run- following:
ners’ advance to a minimum after the • Know the inning, the
ball gets past the infield. number of outs,
and the score. The ga
me situation often
dictates how aggress
ive the outfield
Watch Out! should be on a ball.
The following circumstances might dis- • Know where the run
ners are on base.
tract your athletes: Outfielders should know
before each pitch
where they will throw the
• Players fail to stay mentally prepared ball when various
situations occur.
during the long interval between • Remember the pre
pitches and plays in the outfield. vious at bats of each
hitter. During the game
• Players overreact to a power hitter , most batters
come to the plate three
with a big swing. Outfielders may or sometimes four
times. If the same pitch
anticipate that the ball will travel er is throwing, then
the outfield will be able
farther or deeper if they watch to adjust to the
hitter’s tendencies.
the swing of the batter and do • Know whether the ga
not watch and listen for the ball me is on the line
and whether the winnin
coming off the bat. g run is in scoring
position.
• Players don’t know when to
dive and what balls to dive for.
Attempting to make a diving
catch is an acceptable risk in
some situations. Making a diving attempt
is always more appropriate when other outfielders can provide backup or support. Outfielders
should rarely dive for balls hit down the foul lines in fair territory because the centerfielder is
a long ways away and cannot provide good backup if the diving outfielder does not catch
or stop the ball.
• Players are afraid to fail, resulting in hesitation and belated decision making.

Reminder!
sive responsi- To determine defensive responsibilities in the outfield successfully,
When determining defen
ur players must you and your athletes must understand the following:
bilities in the outfield, yo
gy and game
nsider the ques- Rules
tions on page 128. You and your athletes need to know several main rules when you
are determining defensive responsibilities in the outfield:
176
• Rules about legal catches
• Rules about catching and carrying the ball out of bounds
• Rules about thrown balls going out of play
• Rules about breakaway fences
• Rules about ground-rule doubles
• Rules about the playing field and in-and-out-of-play issues

The physical playing conditions will significantly affect the game. Many concerns are specific to
the outfield position. Thus, you and your players must pay attention to the following physical
conditions when determining defensive responsibilities in the outfield:
• The strength and direction of the wind. Outfielders must be aware of conditions that
alter the trajectory of fly balls.
• The quality of the playing surface. The surface of the outfield can affect the speed of the
ball as well as how it will bounce. The surface could also be a factor when athletes are
diving for a ball. If the ground is relatively soft, outfielders can take a more aggressive
approach because the ball will not travel as far on the ground. Players should take time
before the game to survey the outfield so that they are aware of the characteristics of
the playing surface as well as other conditions, such as bare spots, holes, sprinklers and
so on.
• The length of the grass. Like surface quality, the length of the grass will dramatically
affect the speed of the ball when it is hit on the ground. On long grass the ball will travel
slower and over a shorter distance. Long grass could also affect the actual fielding and
transition of the ball into the fielder’s glove.
• The condition of the grass. Wet or damp grass can have a dramatic affect on the ball as it
travels on the ground. A wet outfield generally slows down a rolling ball. The exception
to this is a line drive that bounces on wet grass. If the outfield is firm but wet, the ball
will tend to skip and maintain its speed out of the bounce.
• What kind of outfield fence is being used, and how does the ball play off the fence?
Knowing how the ball will come off the fence is extremely important when a ground ball
or fly ball hits it. Some chain-link fences or breakaway fences deaden the ball, whereas
some wood fences or padded fences create a powerful rebound. In addition, the type
and height of the fence will be a consideration for an outfielder who is trying to make a
catch at or near the fence.
• What type of warning track, if any, is being used? The purpose of a warning track is to
give outfielders more information as they run across it while trying to make a catch.
A variety of surfaces and depths are used for warning tracks. Outfielders should know
both variables so that they can feel the change in surface while looking toward the sky.
Knowing how many strides they can take on the warning track before making contact
with the fence helps outfielders prepare to make a catch.
• What is the position of the sun? Teach your outfielders to be aware of the sun’s position
in the sky so that they know when the sun may be a concern when backing up, when
catching or tracking fly balls or when making throws. Knowing where the sun is at all
times and what types of balls will be affected by it is important. If the outfielder knows
what type of batted ball will pass near the sun, she can prepare by using her free hand
or glove to block the sun from her sight line.
(continued)
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Outfield Defensive Responsibilities (continued)

You and your players must account for your opponent’s strengths and weaknesses when deter-
mining defensive responsibilities in the outfield. Teach your players to consider the following
about your opponents:
• What is the location of the runners on base, and how quick are they? Knowing the loca-
tion and speed of the runners on base will help your outfielders anticipate which bases
to throw to on different types of balls. For example, if the runner on second is extremely
fast, a play at the plate may not be possible, so the throw should go to make a play on a
secondary runner.
• How powerful is the hitter? The strength of the hitter can determine whether the outfield-
ers should move in or back. Good defensive players continually adjust as they gain more
information. The outfield and the entire defense should make decisions about playing
position based on the best information that they can get. The more times a defense plays
a specific batter, the more information they should have about how the batter approaches
her at bats and where she hits the ball.
• What are the hitter’s tendencies? Some hitters use a specific type of swing that results
in many balls being hit to the opposite field. Others tend to pull almost everything. You
may find some players who hit to all fields.
• Does the opposing team use an aggressive baserunning approach? Being aware of this
tendency will help outfielders make decisions about where to throw on different types
of batted balls. Outfielders routinely throw one base ahead of the runner, but against
extremely aggressive runners they may have to throw to a different base. Teams may also
try to take advantage of outfielders who hesitate or delay their throws. For these types
of teams, outfielders need to come up throwing without hesitation.
Self-Knowledge
to have knowledge about your own team’s ability. When determining defensive responsibilities
in the outfield, teach your players to be aware of the following:
• What is the range of the outfielders, both individually and as a group? This consideration is
important when positioning each outfielder. The range and distance that a specific player
can cover in a given amount of time may vary. Speed and the ability to read a batted ball
determine an outfielder’s ability to get to balls hit away from her. Some outfielders may
be strong going back on a ball but struggle to read a ball that is hit softly in front of them.
Each outfielder’s strengths and weaknesses in range are extremely important when trying
to maximize team defense and starting positions during game situations. In addition,
with runners on base you and your players need to know the strength and accuracy of
the outfielders’ arms so that the infielders and relays can compensate or adjust.
• What is the range of the infielders? If your infielders have great range on balls hit over
their heads, the outfielders can play deeper because they do not have to make as many
plays on balls hit just beyond the infield. If a particular infielder is exceptional at moving
back and catching fly balls hit over her head, then the outfielder playing behind her may
not need to play in as close.
• How well do the infielders and outfielders communicate with one another? Effective
communication between the infield and outfield will help in positioning the outfield.
The greater the trust and effectiveness of the communication system, the more effective
the positioning can be. If communication between the infield and outfield is average
or poor, then the outfielders will need to play close to the infield to protect against the
in-between ball.
178
Coverage Responsibilities on Hits to the Outfield
The outfield is the last line of defense, so the coverage responsibilities are important even if
the ball is not hit to the outfield. Good outfielders take pride in being prepared if the infielders
fail and being ready to pick up the pieces if they do. Another critical defensive coverage for the
outfield occurs when balls are hit over the heads of the outfielders or in the gaps. The throw
to the relay and solid communication between outfielders will make or break the outcome
of the play and generally determine whether the defense can slow down or stop the offensive
momentum. Let’s take a closer look at defensive coverage in the outfield.
No Runners on Base or Runners on First Base or Second Base

For balls hit to the left side of the outfield, the left fielder is the primary fielder and needs to get
to the ball aggressively and make the catch or keep the ball from going through to the fence.
The center fielder moves aggressively toward the ball to back up the left fielder. For balls hit in
the gap between the left fielder and the center fielder, the center fielder should generally take
the more aggressive inside route in front of the left fielder to cut off the ball. The right fielder
lines up for a throw coming into second base from where the ball is fielded in left field. If a
throw goes to third base instead of second base, the right fielder shifts to provide secondary
backup coverage of the ball being thrown by the third-base player toward second base.
For balls hit to the right side of the outfield, the left fielder lines up for the throw for the
lead runner. If the lead runner is on first base, a ball hit to right field will likely be thrown to
third base so the left fielder moves to back up that throw. The secondary responsibility is to
cover a throw to third or second base from the infielder who received the primary throw. The
center fielder moves aggressively toward right field either to make a play on a ball hit in the
right-center gap or to back up the right fielder if she is the primary fielder. Secondary backup
responsibilities are to back up throws going to second base from the infielder who receives the
primary throw from the outfielder. Although she needs to worry about throws going to only
one base, the ball can take three different angles on its way to second. The right fielder moves
to field the ball or serves as the backup to the center fielder if she makes the play in the right-
center gap. After the play is made and the ball is thrown back to the infield, the right fielder
backs up any secondary throws back toward first base during the play.
Balls Hit to the Fence at the Left-Center or Right-Center Gap

The center fielder is involved as one of the primary fielders on balls hit to the fence at either
gap. Depending on who gets to the ball quicker or who has the stronger arm, one outfielder
calls for the ball and makes the play to the relay while the other outfielder acts as the eyes and
the communicator to help the outfielder who is making the play. The flank outfielder, either
the left fielder or right fielder depending on which gap the ball is hit into, should be as aggres-
sive as possible to get to the ball and communicate with the center fielder about who will
make the throw.
All outfielders need to keep their throws strong but low enough so that the infielder who is
acting as the relay or cut is able to catch and throw the ball with ease. If an outfielder makes
an errant throw or misses the cut or relay person, then the runner can advance extra bases and
move that much closer to home. Strong arms in the outfield are valuable for the defense, but a
strong arm that is inaccurate or misses the relay is of no value. Arm strength and accuracy allow
the entire defense to work together to make the necessary play and ideally get the runners out.
For secondary backups on throws from the infield, outfielders must know where the run-
ners are and anticipate where throws will be going in various situations. After the ball is back
in the infield all outfielders continue to act as backups for any throws that come back to any
of the bases. The right fielder is primarily responsible for backing up throws heading to first
base and occasionally second base. The center fielder serves to back up throws to second base
only, but the ball could come from several dramatic angles in the infield. The left fielder typi-
cally backs up throws going to third base after the ball is back in the infield and occasionally
helps back up throws to second base.
(continued)
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Outfield Defensive Responsibilities (continued)
• What type of pitches does the pitcher throw? Knowing how the pitcher is trying to get
the hitter out can help the defense maximize their coverage. Having an idea what pitches
the pitcher is throwing or how she will be selecting pitches to get a specific hitter out
will provide additional information about what types of batted balls might be hit or what
locations on the field the balls might be hit to.
When determining defensive responsibilities in the outfield, you and your players should be
sure to consider the previous information. Also consider the following guidelines:
• Stay on your feet as long as possible with slower runners on base to allow more consis-
tent play. By staying on their feet and not diving for a lot of balls, outfielders can limit
the runners’ advance on a hit. When an outfielder dives for a ball, she may fail to make
the catch. If that occurs, she will be on the ground and the ball will be loose, so runners
will likely be able to advance extra bases.
• Play more aggressively when your team is far ahead or far behind. Your rewards may
be greater, and less risk is involved with every play. More aggressive play in the outfield
includes diving for more balls and leaving the feet to cut off balls in the gaps. Additionally,
outfielders can be more aggressive on their approach to ground balls and take tighter
angles to cut off ground balls in hopes of reducing the gains of the offense. When the
score is one sided, the entire team can take a more aggressive approach.
• Protect the foul lines when the game is close to prevent extra-base hits down the lines.
Because no teammate can provide backup on a hit down the line, an extra-base hit is
likely to result if the left or right fielder misplays the ball in that area. So when the game
is close, you may choose to have your outfield protect the lines even at the risk of giving
up some balls hit in the gaps.
• Play deeper late in the game when you have a small lead. This approach forces the opponent
to string together several hits to score. Balls hit over an outfielder’s head generally result
in multiple bases for the batter or runners on base, so the offense has a greater chance to
score on fewer consecutive hits. Playing deeper slightly increases the chance of giving up
a single in front of the outfielders but significantly reduces the
chance of giving up a big hit. So in this situation the offense
At a Glanc e will have to come up with several hits to score a run.
text offer • Play a few steps closer to the infield when the batter has two
The following parts of the strikes. When hitters have two strikes against them, they tend
on outfield
additional information to be in a defensive mode to protect against being struck out.
es.
defensive responsibiliti Because they are less aggressive, they use a less powerful swing.
In addition, pitchers who have two strikes on the batter rarely
56 throw a hittable pitch to the batter. Consequently, you see lots
Throwing
of mis-hits and bloop singles by hitters who have two strikes
67
Fielding Balls on the on them.
d
Forehand or Backhan • Make accurate throws to the infielders in relay and cut situa-
Side tions to keep secondary runners from advancing extra bases.
ou nd Ba lls in 78 When receiving a throw, infielders should always line up
Fie ldin g Gr
the Outfield between the outfielder with the ball and a base. This configu-
84 ration gives the defense an automatic backup system should a
Catching a Throw bad throw occur because the infielder covering the base is able
87
Ca tch ing Fly Ba lls to act as a backup on an errant throw. If the infielder receiving
the throw is not lined up with a base, an overthrow will travel
randomly into the infield.
180
Diving in the Outfield
Many outfielders struggle with knowing when to dive and what balls to dive for. Many
athletes hold back from diving because of the fear of missing the ball. By helping them to
anticipate the path of the ball and building their belief that they have a chance to make a
catch when they dive, you can prepare them to dive when the situation arises.
Your players should use these five cues to understand when they can and should dive for a
ball:
• When a ball is hit in the gap between outfielders or a ball is dying (soft line drive or
blooper that will not travel to the fence if it is not caught) and another outfielder is
there as backup.
• When a low or shallow fly ball is hit between the infielder and the outfielder with no
runners on base or a runner on first base. This ball is the most common one that an
outfielder will dive for and is typically the best ball to dive for as well. The flight of the
ball is just high enough that the player can time her dive and just low enough that the
ball will not travel far if she misses it. In addition, on this play the outfielder will have
a backup to help if the ball does get by her.
• On any ball in foul territory with no runners on base. For the right and left fielders,
foul balls offer a great opportunity to dive. You want to stress to the wing outfielders
that they should always dive for these balls if no runners are on base or if two are out.
If they dive and make the catch with runners on base and less than two outs, the run-
ners can tag up and advance on the play. In some situations, of course, the out is more
valuable than giving up a base on the play.
• In a do-or-die situation with the game on the line. As mentioned previously, the out-
fielders are the last line of defense, so normally they should ensure that they have
backup from another outfielder or that the path of the ball will limit how far it will
travel on the ground if it falls. For a do-or-die play, however, the outfielder does not
have to take into account these two factors—she just needs to know that if she does
not make the catch, the game is probably over.
• With two outs and a runner on third base, an outfielder may dive for a ball (may
depend on the defensive strategy). But with less than two outs, outfielders typically
should not dive for a ball or make a catch in foul territory if they will be unable to
throw out the runner at home on the tag up.
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Defending the Bunt
A large part of the game of softball is bunting and play-

ing the short game. Because most teams use the bunt
extensively, a defense must be well prepared and prac-
ticed at defending the bunt. One of the big differences
between softball and baseball is that the bunt is used
far more often in softball. To defend the bunt effectively,
your team needs the physical skills to execute the play Readin g the Situation
as well as the ability to make decisions, communicate
clearly and read the options. Defending the bunt is far How can you and your
players
more than just physical execution. Tactically, several know when to defend
the bunt?
variables affect how a team can choose to defend the Teach your players to
do the fol-
bunt to maximize the odds of getting out of the inning lowing:
without giving up a run.
• Know where the run
Any time that the offense attempts to bunt, the ners are.
defense should have one goal—to get an out on the • Know the number of
outs in
play. By bunting, the offense is giving the defense an the inning and the score
of
opportunity to get one of the valuable outs in an inning. the game.
With strong execution and a sound tactical approach • Know where the off
ense is in
to the bunting situation, the defense can take the the lineup.
momentum away from the offense by getting the lead • Read whether the ba
runner out, but at the very least they should be able tter
has moved from where
to get an out somewhere, a result that will take some she
started in the batter’s
advantage away from the offense. box.
Watch Out!
The following circumstances may distract your athletes:
• Too many players are communicating different messages on the bunt.
• A batter fakes a bunt and then pulls the bat back to swing or slap the ball.
• Defenders charge too aggressively and give the bunter the opportunity to push a bunt past
the corners.

To defend the bunt successfully, you and your athletes must understand the following:
Rules
You and your athletes need to know several main rules when you are defending the bunt:
• Rules about the 30-foot running lane for the runner along
the first-base line
Reminder!
• Rules about catcher interference and obstruction
• Rules about interference and obstruction when fielding a
bunt, your play-
When defending the bunt
m strategy and
t to consider the • Rules about obstruction of the runner when receiving a
game plan. Don’t forge throw at a base
8.
• Rules about foul tips caught by the catcher
• Rules about fouling off a bunt with two strikes
182
must pay attention to the following physical conditions when defending the bunt:
• The slope of the infield along the foul lines. The slope can affect how a ball will roll when
it goes up the line and whether it is likely to roll foul or stay fair.
• The condition of the infield in front of home plate. The surface characteristics of the
field can dramatically affect the speed of the bunt and how aggressive the defense should
be on bunts in front of home plate. If the playing surface in front of home is uneven or
contains many ruts, the defense may need to prepare for bad hops and use their gloves
more than their bare hands when fielding.
• The position of the sun. Catching the throw may be difficult if the sun is in the receiver’s
eyes.

You and your players must account for your opponent’s strengths and weaknesses when defend-
ing the bunt. Teach your players to consider the following about your opponents:
• How quick are the runners on base? Your defense needs to know the speed of the lead
runner so that they are prepared to make the correct play if the batter bunts.
• How quick is the batter? Knowing how quick the batter is gives the corners an idea of
how much time they have to make a decision about the lead runner.
• Does the offense or the batter square up for the bunt early or late? Some bunters square
up or move late on the pitch, so your defense may have to play in closer in anticipation
of the bunt.
• Does the offense attempt to bunt even with two strikes on the batter? If so, then your
corners will not be able to move back with two strikes.
• Does the offense use the bunt at nontraditional times? Some teams drop a bunt at any
time or in any count to catch the defense off-guard, so teach your players to be prepared
for this possibility.
• Does the offense attempt to place their bunts up the lines or toward the center of the
field? Some teams like to bunt along the lines to challenge the defense to make longer
throws. Therefore, the corners need to prepare for bunts along the foul lines.
• Does the offense use the push bunt or the slap as part of their short game? If an offense
uses the push bunt or slap off the sacrifice bunt, the corners need to hold their positions
as long as possible to read the batter so that they can defend all options.
Self-Knowledge
Besides being aware of your opponent’s strengths and weaknesses, you and your players need to
have knowledge about your own team’s ability. When defending the bunt, you and your players
must be aware of the following:
• Do both corners have strong enough arms to throw out the lead runner at second base in
a bunt situation? The throw to second base is a longer throw, so arm strength is important
in deciding where to make the attempt.
• Does the catcher have good range when getting out from behind the plate to field a bunt?
A catcher who can cover many of the bunts in front of home can affect how the defense
covers and makes plays on bunts.
(continued)
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Defending the Bunt (continued)
Basic Bunting Situations

You and your team will encounter the bunt in a few basic situations. Consider the following defen-
sive tactics in these situations:
Runner on First Base

With the runner on first base and either no outs or one out, the offense will likely be attempting to
move the runner into scoring position. The bunt is the most common approach. Generally, your strategy
should put your defense in position to get the lead runner if possible and get an out no matter what!
The basic defense has both corners playing close to home to be the primary fielders for the bunt.
The pitcher backs up the corners in case the batter pushes a ball past them. The second-base player
holds her position until the bunt is laid down and then breaks to cover first base for the force-out.
The shortstop holds her position as well until the bunt is laid down and then breaks to cover second
base for the force-out on the lead runner. She must step into the infield to give the runner room to
round the base if the corners do not make a play to second base. Bringing an outfielder in to cover
a base is not a good strategy because without a backup a bad throw will almost certainly result in a
run. Therefore, coverage of third base should be prioritized in the following way. Ideally, the third-
base player can get back to cover if she does not field the bunt attempt. If she cannot do this, then
the catcher should move to cover third base. If the catcher cannot cover third, the pitcher should be
close enough to provide coverage.
Another defensive approach for this situation is to have the pitcher and third-base player be the pri-
mary coverage for bunts. The pitcher covers bunts on the first-base side of the field that the catcher or
third-base player cannot get to. The third-base player positions herself to cover as many bunts as she
can. In this situation the first-base player stays back and covers the force-out at first. The second-base
player covers the force-out at second base and covers second for the steal. The shortstop plays in and
closer to third base and covers third base if the ball is bunted. This defense is effective against a left-
handed slapper if your pitcher is capable of throwing good pitches away to the hitter.
Runner on Second Base

When a runner is on second base or runners are on second base and first base, the priority changes
to getting the lead runner at third base if possible and if not then getting the batter out at first base.
The same mentality applies—be aggressive but smart to make sure of getting an out.
The bunt defense will likely be similar to the basic setup. The corners provide primary coverage for
the bunt. The second-base player holds her position as before until the bunt is laid down. She then
breaks to cover first base for the force-out. But in this defense the shortstop holds until the bunt is
laid down and then breaks to cover third base for either the force-out or the tag. In this coverage no
infielder covers second base for the primary play. If a runner is not on first base to start the play, the
second-base player releases from her coverage at first base if the corners make a play to third. The sec-
ond-base player can then prevent the bunter who is safe at first from advancing freely to second base.
Another defensive alignment is to use the pitcher as one of the primary defenders, as before. In
this situation you will likely have the third-base player stay back and have the first-base player and
pitcher be the primary defenders. In this alignment the second-base player still covers first base
on the bunt. The shortstop covers second base. This defense is best used when runners are on first
and second instead of on second base only. This alignment is also useful if there is already one out
because your defense can cover more situations than just the bunt.
Runner on Third Base

The bunt is a threat with a runner on any base, including third base. When a runner is on third base,
several points are important. If the bases are loaded, there is a force play at home. If a runner is on
third base and the bases are not loaded, a tag play is required to get the out at home. If there are two
outs, the runner from third base who crosses home does not score a run if a force-out occurs at any
other base, even if the runner crosses the plate before the force-out is made.
184
The offense may choose to use a suicide, or squeeze, bunt, which has the runner on third breaking for
home on the release of the pitch. Alternatively, they may use a regular bunt, or safety squeeze, which has
the runner on third breaking for home only after the defense makes a play or makes an error. To defend
both options, the defense must have good communication from all players as well as from the dugout.
Creating pressure is one of the key goals for the offense. A confident, unshakable defense can turn a bunt
attempt with a runner on third into an out and take the momentum away from the offense.
A basic defense with a runner on third base with less than two outs is to keep both corners in tight
to defend against the suicide bunt. The second-base player is responsible for covering the force-out at
first base. The shortstop covers third base in case a rundown develops between home and third base.
A second type of defense is to keep the first-base player back and rely on the third-base player and
pitcher as the primary coverage players for the bunt. This scenario allows the first-base player to stay
back for the force-out at first on a ground ball or safety squeeze bunt. The second-base player can
play more up the middle to protect against ground balls.
• How well does your team communicate and read the bunt situation in attempting to get
the lead runner? For the defense to get the lead runner, the corners must rely heavily on
communication from other infielders and the catcher because they have their backs to
the play when they field the ball.
• Is your pitcher a strong fielder? Using the pitcher to cover bunts on one side of the field
can change your infield coverage. In addition, a good-fielding pitcher may be able to get
the lead runner on a ball bunted to her.
• Does your team handle pressure well? The short game and bunting game can increase the
intensity and pressure of the game. A defense that stays composed following a bobble or
mishandled ball can go more aggressively after the lead runner and still get the out at first
if there is no play on the lead runner.
• Does your pitcher throw a good rise or curveball? The hitter will have a tougher time
executing a bunt on a high pitch or an away pitch. If your team commonly throws this
pitch in a bunt situation, your corners can alter their strategy because the batter will likely
hit a pop-up or foul on the bunt attempt.
Decision-Making Guidelines At a Glance

When defending the bunt, you and your players should be sure to consider The following parts of
the previous information. Also consider the following guidelines: the text
offer additional informa
tion on
• When the game is close, your team should always prepare to go defending the bunt
after the lead runner but be willing to settle for any out.
• When playing with a big lead, always get an out and generally Fielding Balls on the Fo
re-
take the higher percentage play by getting the force-out on hand or Backhand Sid 67
e
the batter. If your team has a big lead, limiting the number of Fielding Ground Balls
in 72
batters who can possibly come to the plate is a sound strat- the Infield
egy. The offense is ultimately limiting their opportunities by Fielding Ground Balls
in 78
giving away outs, and the defense should take advantage of the Outfield
this offensive strategy. Infield Defensive Resp
on- 170
• Establish a priority system for various scenarios when han- sibilities
dling bunts. The catcher is the quarterback of the defense and Outfield Defensive
should communicate the priority in every situation. 176
Responsibilities
• Have your defense call a time-out if they are not all on the
same page.
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Pickoffs
T he pickoff in fast-pitch softball is different

from the one used in baseball. In baseball,
a pickoff throw can be from a pitcher behind
a runner on a leadoff. In softball the runner
cannot lead off until after the release of the
pitch, so pitchers have no opportunity to
pick off a runner on base. Catchers there-
fore take on the bulk of the responsibility
with the pickoff. A set pickoff play generally
requires the pitcher to throw a pitchout or How can you and your
a pitch-up so that the hitter does not hit the players attempt a pick-
off? Teach your players
pitch. Ensuring that the hitter does not hit to do the following:
the pitch becomes important if one of the • Watch for runners wh
o take a large
defenders vacates her fielding position to leadoff.
sneak behind the runner who is leading off • Take advantage of
a pickoff if your
the base. Using the pickoff to catch an oppo- pitcher is ahead in the
count and can
nent’s runner off base can lead to a huge afford to throw a pitch
out (ball).
momentum swing. Runners in fast-pitch • Be prepared to use
are extremely valuable. Having a runner on a pickoff if the base
coaches have not been
base generally gives the momentum to the watching the
defense and helping the
offense because they are putting pressure runners.
• Look for an opportu
on the defense and pitcher. A successful nity to use a pickoff
when the offense is sta
pickoff can do two things—eliminate a rting to build
momentum or has a big
runner on base and register an additional hitter at the
plate.
out during the inning. This dramatic play
usually takes the wind out of the offensive • Watch for the runne
rs to lose focus if
team’s inning. the hitter takes the pit
ch. Sometimes
The pickoff negates the offensive gain runners walk back to
the base or even
from a hit, an error by the defense or a look away from the ca
tcher as they
walk that allowed the hitter to get on return to the base.
base. Even if a pickoff attempt does not
yield an out, it can send a strong mes-
sage to the runners and coaches that
the defense is prepared to be aggressive and
is not afraid to use the pickoff. A pickoff attempt usually causes the runner to be slightly more
cautious in her leadoff, which might result in her being a step slower to the next base on a ball
that is hit.
Watch Out!
• Pitchers are uncomfortable with throwing pitchouts because

they have no glove target as they deliver the ball. A catcher
Reminder! cannot set up before the pitch with the glove exactly where she
wants the ball thrown because doing so would tip off or give
koff, your play-
When attempting a pic away the pickoff.
m strategy and
t to consider the • Second-base players vacate their position too early because
game plan. Don’t forge they fear getting to the base too late to receive the ball.
8.
• Catchers throw before the receiver gets into position or throw
the ball into the runner.
186
• Defenders who anticipate a physical tag play and are unprepared when the runner takes off
to the next base on the delayed steal after the catcher releases the ball.
• Defenders who forget about the lead or primary runner when attempting to pick off a second-
ary runner.
• Runners who are decoying and trying to draw the pickoff so that they can attempt a delayed
steal.

To attempt a pickoff successfully, you and your athletes must understand the following:
Rules
You and your athletes need to know several main rules when attempting a pickoff:
• Rules about obstruction and interference
• Rules about the catcher’s box and receiving a pitch
• Rules about deflected balls and foul tips
• Rules about catcher’s interference
• Rules about batter’s interference
• Rules about obstruction of the runner and blocking the base

must pay attention to the following physical conditions when attempting a pickoff:
• The condition of the base paths. A loose or wet surface can make it challenging for run-
ners to change directions and can cause them to lose footing.
• The position of the sun. Your players should be aware of the position of the sun so that
they will not have to look directly at it while receiving a throw, thus running the risk of
losing track of the ball.
• The condition of the playing area in and around the catcher’s box. Large holes or loose
dirt can cause poor footing and affect where the catcher will step on the pickoff throw.

You and your players must account for your opponent’s strengths and weaknesses when attempt-
ing a pickoff. Teach your players to consider the following about your opponents:
• How quick are the runners on base? Do they have enough agility to change directions
quickly? Agility is as important as speed in thwarting a pickoff. Runners who are extremely
agile and can change directions quickly may have the ability to use a delayed steal on a
pickoff attempt.
• How aggressive are the runners in their leadoffs? Both the intensity and the length of a
runner’s leadoff can work to the advantage of the defense when they attempt a pickoff.
Runners who take larger leadoffs are more vulnerable to the catcher’s throw to the base
behind them.
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Pickoffs (continued)
• Does the offense use large leadoffs as bait for a delayed steal? Some teams like to bait the
catcher into throwing behind the runner so that they can use a delayed steal to advance
to the next base. Sometimes this is an offensive team strategy; other times an individual
player uses this ploy. The defense needs to be prepared for this tactic so that they can
react quickly when the runner breaks for the next base. The catcher might incorporate a
fake throw to get the runner to lean the wrong way too early and therefore be vulnerable
to being caught between bases.
Self-Knowledge
to have knowledge about your own team’s ability. When attempting a pickoff, your players
should be aware of the following:
• How strong and how quick is your catcher? When attempting a pickoff at first base,
the quickness of the catcher’s release is more important than her arm strength. When
attempting a pickoff at second base, quickness and arm strength are equally important.
Because the throw to first base from home is relatively short, a quick release will be
enough to catch the runner off base. But second base is much farther from home, so the
catcher needs to have a strong arm to catch the runner off base. Also, a catcher who does
not have a strong arm is vulnerable to the delayed steal of third base because the pickoff
throw to second must travel a long way across the infield.
• Are your infielders quick? Infielders who cover the bag must have the quickness to get
to the base behind the runner while she is off base. Defenders need to be sneaky and use
exceptional timing to get behind a runner without giving away the pickoff to the runner
or base coaches. The longer that the defender can maintain her position and still be
able to get to the base before the runner does, the better the chance is that the pickoff
attempt will work.
• Does the outfield know that the pickoff is on? The pickoff is a risky play, but good com-
munication and defensive movement can minimize the risk. Outfielders need to know that
a pickoff is being executed so that they are prepared to act as a backup for an overthrow.
They are the key to keeping the failed pickoff attempt from being hugely detrimental.
• Does the pitcher have the ability to throw a pitchout? Because a defender will be vacat-
ing her position early before the pitch reaches the plate, the pitcher needs to be able to
throw to a spot outside the strike zone but close enough to the strike zone that it does
not appear to be a pitchout. A common flaw with a pitchout is throwing it so high that
the catcher has to stand up to catch the ball. An effective pitchout is at the height of the
strike zone but outside the strike zone by a foot to a foot and half. Pitchouts are common
when the defense is attempting to pick off runners at first base or third base.
• Does the pitcher have the ability to throw a pitch-up? Because a defender will be vacat-
ing her position early before the pitch reaches the plate, the pitcher needs to be able to
throw to a spot above the strike zone, close enough for the catcher to catch it but not so
close that the hitter can hit it. An effective pitch-up is at about the eye level of the hitter.
Pitch-ups are generally more effective when attempting a pickoff at second base, a pickoff
at first base with a left-handed batter up or a pickoff at third base with a right-handed
batter up. In the last two situations, it is best to throw the pitch up, high and inside to the
hitter. When attempting a pickoff at second base, the pitcher must throw a high pitch out
of the strike zone but catchable for the catcher. The runner at second base should read
the catcher’s movement not as a pickoff attempt but as just a high pitch to the batter. The
pitch-up protects the defender who is vacating her position and still gives the catcher a
pitch that she can handle and throw to the base for the pickoff attempt.
188
When attempting a pickoff, you and your players should be sure
At a Glance
to consider the previous information. Also consider the following The following parts of
guidelines: the text offer
on pickoffs.
• With runners on first and second, the runner on first is
sometimes overaggressive and does not expect a throwback
Throwing
because she is not the lead runner. Your players should watch 56
for the runner on first base to be taking a larger than normal Infield Throws
61
lead or possibly being slow to return to the base after the
catcher receives the pitch. When attempting a pickoff on re- 67
the secondary runner, defenders need to be prepared for the e
lead runner on second base to attempt to steal third base on Fielding Ground Balls
in 72
the throw. Generally, runners are not anticipating a pickoff the Infield
attempt on the secondary runner, but awareness may vary Infield Defensive Resp
on- 170
by the team’s or the individual players’ skill level. sibilities
• Teach your catcher to read the play and hold the throw if
the defender who is covering for the pickoff is not at the
base in time. Sometimes the defender is there on time, but
the runner was not fooled and is not far enough off the base for the catcher to attempt
the pickoff. Some catchers make the throw anyway and inadvertently hit the runner or
throw the ball away, thus giving the runner a chance to advance to the next base. The
catcher should not force the play if she has no chance to get the runner out.
• Your catcher must be able to call the pickoff play and have a signal to inform all players
on the team. You might also have some kind of a return signal from the infielder who
will be covering on the pickoff so that the catcher knows that her signal was received.
After they receive the communication from the catcher, the infielders should be able to
relay some information to the outfielders behind them about the intended pickoff. An
outfielder caught off guard may not be in position to back up the throw. Of course, to
avoid giving away the play, the outfielders must not break too early.
• Be careful not to put your pitcher in a bad count situation with runners in scoring
position. Pitchers who struggle to throw strikes are not good candidates for throwing
pitchouts often.
• Look for undisciplined baserunning early in the game. Communicate with your catcher
and infielders between innings about what you are seeing from the dugout. Defenders
sometimes are so focused on the batter that they forget to think about using the pickoff
as part of their defensive strategy.
• Just showing the pickoff attempt can be a way to get into the heads of the offensive play-
ers. Communicate your entire defensive strategy with your team before the game.
• Use a throwback instead of a pickoff if you do not want to risk throwing the pitchout or
pitch-up (see “Defensive Coverage for Pickoffs” on page 190).
• Have your pitchers throw pitchouts and pitch-ups often during practice. If your pitchers
are not consistent with pitchouts and pitch-ups, have them throw the pitches in every
workout.
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Pickoffs (continued)
Defensive Coverage for Pickoffs

Now let’s look at a few coverage options for running the pickoff at different bases. Pickoff
attempts require a specific defender to cover the base to try to catch the runner off base.
Because several infielders can cover each base, you may want to consider a few of the fol-
lowing points when establishing the pickoff plays that your defense will run.
Pickoffs to First Base

Two ways to pick off a runner on first are to have the first-base player step back and take
the throw or to have the second-base player come behind the runner to cover the bag. When
the first-base player covers the bag, the catcher has not called for a pitchout but just uses a
throwback or throw down to the first-base player when the runner takes a big lead at first.
This play does not necessarily require the catcher to call a signal, but the first-base player
must be ready on every pitch. The second-base player takes the throw from the catcher in
two situations—when either the first-base player is up to defend the bunt or the catcher has
called a pitchout and the second-base player is vacating her position to beat the runner back
to first base.
Pickoffs to Second Base

When a pickoff to second is called, the second-base player must set up a few steps closer
to the base without making it too obvious that she will be attempting the pickoff. Using a
pitch-up may be more deceptive than using a pitchout because the catcher does not have
to step out and vacate her normal position. The runner on second base can see the catcher
take the step outside for the pitchout, but the pitch-up may simply appear to be a high
pitch. Note that using the shortstop for a pickoff at second base is extremely uncommon in
softball unless you are using a radically shifted defensive approach for the hitter. Because
the runner cannot lead off until the pitch is released, the runner would see the shortstop
moving toward second before she even takes her lead off the base. Also, do not attempt a
pickoff to second with a runner at third base because two long throws across the infield
gives the runner on third too much time to score.
Pickoffs to Third Base

As with a pickoff to first base, the coverage at third depends on the situation. If the third-
base player moves in to defend the bunt, then the shortstop covers for the pickoff. The
catcher and shortstop communicate this using a signal and a return signal. Again, the
shortstop must cheat over toward third so that she can beat the runner back to the base.
The normal ready position for the third-base player in softball is in front of the base, not
behind it as in baseball, so if the third-base player is taking the pickoff, she does not try to
get back to the base but instead moves toward the baseline and tries to tag the runner as she
returns to third. This play does not require the catcher to call a pitchout or pitch-up as long
as the third-base player is ready and covering the runner on every pitch. Note, however, that
the pickoff at third base is extremely risky because the shortstop takes the throw when the
runner is between her and the catcher. The runner could turn into or be hit by the catcher’s
throw, and would likely be able to score. Practice with runners or decoys in place so that
the catcher can work on throwing to the inside part of the field and lead the shortstop
accurately.
190
Rundowns
A rundown should be viewed as an oppor-

tunity to get an easy out without facing a
batter. In general, the defense creates a rundown
by catching a runner between bases. In this
situation, the ball is live, so the runner is in
jeopardy of being tagged out. The defense tries
to keep that runner from reaching a base and
get an out. Keep in mind that the offense may
use a rundown as a diversion to allow another Readin g the Situation
runner to advance or score. Teams that use an
aggressive running game may attempt to use How can you and your
players execute an eff
the rundown to cause the defense to falter or rundown? Teach your ective
make an error. If the defense has worked on the ing:
• Know how many ou
rundown and practiced a sound strategy, then ts there are, what inning
it is, and what the score
rundowns should result in an out or at least is. All these factors
can be important in de
hold the runners to their original bases. termining which
runners have priority.
For example, working
an effective rundown
on a runner caught
Watch Out! off between second an
d third base may
The following circumstances might distract result in an out, but if
a runner on third base
your athletes: scores the tying or go
-ahead run, the result
is a negative for the de
fense. Before every
• Runners decoy or make a fake move with pitch, your players sh
ould know whether
the upper body to draw a throw. getting outs or stopping
a team from scoring
• Additional runners are on base when work- is most important.
ing on a rundown. • Know where all the
runners are and how fas
• Players rush because they are distracted they are. t
by oral cues from the opposing team’s • Keep an eye on tra
il runners who may be
players or coaches. aggressive and take a
large lead.
• Too many infielders become involved in • Watch for runners wh
o aggressively round
the rundown, causing too many people the bases.
to be operating in a small space.
Acquiring the Appropriate

Knowledge
To perform a rundown successfully, you and your athletes must understand the following:
Rules
You and your athletes need to know several main rules when performing a rundown:
• Rules about the pitching circle Reminder!
• Rules pertaining to what the batter–runner is required to When performing a run
do after touching first base down, your play-
m strategy and
• Rules about receiving a throw and blocking a base or home game plan. Don’t forge
t to consider the
plate questions on page 12
8.
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Rundowns (continued)

must pay attention to the following physical conditions when executing a rundown:
• The condition of the base paths. A loose or muddy surface can make it difficult for the
runner to change direction.
• The condition of the grass in the outfield. If a throw comes in from the outfield, the ball
may be wet for the infielders when they work the rundown.
• The position of the sun. The sun can be a factor for one of the receivers in the rundown.
The defenders should attempt to move the runner in a direction where the receiver does
not have to look directly into the sun. The defenders may at times be unable to avoid the
sun, so they should be sure to keep their throws low to minimize the effects of the sun
on the receiver.

You and your players must account for your opponent’s strengths and weaknesses when execut-
ing a rundown. Teach your players to consider the following about your opponents:
• How fast are the runners on base? The speed of the runner in the rundown as well as the
speed of other runners on base is important. When trying to trap a runner and keep the
number of throws to a minimum, the player with the ball must know when to release
the throw to the receiver so that the runner does not have enough time to stop, change
direction and continue the rundown. Faster runners may require the thrower to release
the ball slightly sooner so that the receiver will be able to get the ball and put the tag on
before the runner is able to sneak safely back into the base.
• How agile is the runner in the rundown? Can the runner change direction with explosive
quickness? This factor may determine which players you want to have the ball in the
pursuit of the runner.
• Does the runner more often use a headfirst slide or a feet-first slide? Runners who use
a headfirst slide can be difficult to tag out even when the ball beats them to the base
because they will be able to reach around the tag with either arm. Defenders need to
stay close to the base until they receive the throw to protect against the headfirst slide
to either side of the base.
• Does the opponent use an aggressive baserunning style of play? An aggressive baserun-
ning team rounds the bases farther and may be vulnerable to being caught off base.
Against such an opponent, prepare your defense to take advantage of the offense and
catch runners off base.
• Does the opponent use the rundown with a trail runner to create a diversion for the lead
runner to score or advance? Your players must know the game situation and identify the
priority runner. The defense may choose to use a fake throw to draw off the lead or prior-
ity runner, or they could use a cut. Most important, all infielders should be on the same
page about how they will defend or execute the rundown before the pitch is thrown.
Self-Knowledge
to have knowledge about your own team’s ability. When executing a rundown, teach your play-
ers to be aware of the following:
• Are all the infielders aware of the team’s rundown strategy and technique? Do not
assume that all players who join your team know how to execute an effective rundown
192
or know the oral or visual cues that your team uses to communicate. Communication
and practice will help clear up any problems that may occur in the pressure situation
of a game.
• How strong are your infielders’ arms? When a rundown occurs with two or three run-
ners on base, your infielders may have to make a long throw across the infield to make
a play on the lead runner.
• Do all the infielders know how to make a dart-toss throw on the run? If some of the
infielders struggle with or have not practiced making this kind of throw, then your team
will probably not be able to execute an effective rundown. A dart-toss throw is aptly
named. With the ball and elbow above the shoulder, the athlete extends the arm without
swinging it backward first.
• How well do the infielders make a tag at the base or block out the base? If some players
are more competent at handling the ball and blocking the base when a runner is sliding
in, your team may choose to run the runner in their direction more often. This tactic will
give you better odds of making the out.
When performing a rundown, you and your players should be sure to consider the previous
• Limit the number of throws that your players make in a rundown. The more throws that
they make, the greater the chance that an error will occur.
• Use as few as players as possible in the rundown so that all the other bases are
covered.
• The player who begins the rundown should get the runner committed to running toward
a base. If the runner is able to jog or jockey herself and change direction, she is dictating
the rundown. If the first defensive player to make a throw can get the runner moving full
speed toward one of the bases, then the defense is dictating the rundown, making it far
more difficult for the runner to escape.
• Players and coaches should always know which runner is the priority when the game
is close or in the late innings. With multiple runners on base, the defense must never
lose focus on the game situation. Sometimes a defense needs to focus on getting outs
rather than preventing a run from scoring. If the runner on third base is the priority and
another runner is caught between bases, your defense should keep the runner moving
away from second base. A defender who is forcing a runner toward second has her back
toward home and must make a long throw if she wants to throw to the plate. She may
be able to get an out but could give up a run in the process. At other times in the game,
getting an out may be the main concern. Knowing that an offense is limited by outs, a
defense should at times be willing to give up a run to get an out, particularly when way
ahead late in the game.
• Never allow the winning or go-ahead run to move freely into scoring position in the late
innings. A common situation occurs when a runner is on third base and the runner on
first base represents the go-ahead or winning run. Here the defense should not allow
the runner on first to steal second without making an attempt on her for fear that the
runner on third might score.
• Late in the game with a solid lead, getting a sure out from a rundown is more important
than preventing the lead runner on third base from scoring. Here the defense must not
allow the lead runner to distract them and should instead focus on getting an out on the
runner in the rundown.
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Rundowns (continued)
• A player with the ball who is running at the runner should

be going fast enough to force the runner to go full speed in
At a Glance one direction. If the defense lets the runner go at a pace that
of th e te xt allows her to sidestep or jog, the runner is controlling the
Th e fo llo wi ng pa rts tempo and the outcome of the rundown.
ma tio n on
offe r ad di tio na l inf or
• Defenders should vacate the base path quickly after releas-
rundowns.
ing their throws so that the runner cannot make contact
56 with them. Defenders should also follow the direction of
Throwing their throws so that they can cover the base that they just
61
Infield Throw s threw toward if the rundown continues back in the other
67 direction.
re-
e • Defenders should always make quick tags with two hands so
72 that they can react to other runners or plays that they need
in
Fielding Ground Balls to make. By using both hands to make the tag, the defender
the Infield does not have to waste time transferring the ball from the
on - 170 glove to the throwing hand.
Infield Defensive Re sp
sibilities • Defenders who use fake throws while running at the base
runner often fake out their teammates more than they do
the runner. Runners usually do not react to a fake throw
because they are not going to be catching the ball, but the
faking arm action challenges the defender because she does not know which of the arm
movements will actually result in a throw.
194
Defending the First-and-Third Play
T he first-and-third situation occurs

whenever the offense has a runner on
third base and a runner on first base with
second base unoccupied. The first-and-
third situation presents itself regardless of
the number of outs, although the defense
may alter how they defend it when two are
out. A first-and-third situation may be the
most difficult defensive skill for a team to
execute because they must be disciplined
and ready for a variety of options that the How can you and your
players defend the firs
offense may use on the play. To run a good third play? Teach your t-and-
first-and-third defense, a team must have ing:
excellent team communication skills and • Know the number of
outs, the inning and
be competent at executing a steal throw the score of the game
. All pertain to how the
to second, a pickoff throw to third and an situation will be prioritiz
ed.
effective rundown. • Know their primary
and secondary
The first-and-third situation has many responsibilities, especia
lly when the first-and-
layers of responsibility for each player, third play is being run
off a normal pitch versu
and it cannot be executed unless every a pitchout or pitch-up s
.
player is on the same page. As a coach • Watch the batter at
you may choose to limit the options the plate for clues to wh
the offense will try to ac at
that your team will attempt to a few set complish. For example
if the batter begins he ,
plays. The most advanced way to defend r at bat in the middle
of the batter’s box and
a first-and-third situation is to establish then moves back on
the next pitch, she ma
with your team the most important goal y be trying to move the
catcher farther from se
in the outcome and then let them react cond base to increase
the difficulty of the thr
and adjust to the play that the offense ow on the steal.
• Be prepared for err
puts on without a predetermined defen- ant throws because the
can change the situatio y
sive play. n. For example,
a runner breaking for
home or stopping
between bases needs
to be read when
throwing so that the de
Watch Out! fense can work as
a unit for a common go
al.
The following circumstances might dis-
tract your athletes:
• A fake swing or fake bunt by the

batter distracts the defense from
the runners who are attempting to steal.
• Poor communication by your players creates confusion on the field.
• Athletes are distracted by the runners and fail to focus on the location of the ball.
Acquiring the Appropriate Knowledge Reminder!

Wh en de fen din g the
firs t-a nd -th ird
To defend the first-and-third play successfully, you and your play, your players must
know your team
athletes must understand the following: strategy and game pla
consider the questions
on page 128.
(continued)
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Defending the First-and-Third Play (continued)
Rules
You and your athletes need to know several main rules when you are defending the first-and-
third play:
• Rules about the pitching circle and what runners must do
• Rules about fake tags and blocking the base
• Rules about multiple runners on a single base
• Rules about foul tips caught by the catcher

must pay attention to the following physical conditions when defending the first-and-third
play:
• The condition of the playing surface. If the surface is extremely loose or wet, runners
will be slower and be less able to change direction.
• The position of the sun. Because throws may be coming from various directions, every
defender must know where the sun is and how it can affect her vision when throwing
or receiving the ball.
• Moisture on the ball. If drizzle is falling or the playing surface is damp, the ball may be
slick or wet when players throw it.
• The condition of the batter’s box. The catcher or any other fielder who might be covering
home on a tag play should be aware of the condition of the batter’s box. If the surface
is loose or the box has large holes in it, runners may avoid sliding directly into home to
avoid the poor sliding surface.

You and your players must account for your opponent’s strengths and weaknesses when
defending the first-and-third play. Teach your players to consider the following about your
opponents:
• How aggressive are the runners on base? The time required for a runner to be safe between
bases dramatically affects the quickness that the defense needs to have to react when a
runner breaks for home on the steal. For fast runners the defense needs to make quick
throws and cuts to get an out. For slower runners the defense has slightly more time to
execute their throws and cuts.
• Does your opponent run first-and-third plays often? Some teams run first-and-third
plays frequently and always try to score the runner on third. Other teams run the first-
and-third play with regularity but rarely risk sending the runner on third base home.
If you are aware of your opponent’s tendencies, you may choose to run a specific play.
Additionally, a defense that is aware that the offense may use a certain play is less likely
to be fooled by a fake or trick play.
• Does the opponent use a fake swing or fake bunt to protect the runner? A defense that
knows the opponent’s tendencies will not be surprised when the batter fakes. If the pitcher
does not deliver a pitchout, the first priority of the defense is to play the ball hit by the
batter. If the defense knows that the offense is using the batter to fake the defense, they
will be less likely to be fooled or drawn out of position by the batter’s fake.
196
Self-Knowledge
to have knowledge about your own team’s ability. When defending the first-and-third play, teach
your players to be aware of the following:
• How strong is your catcher’s throw? The first and most important throw is the throw
from the catcher. If that throw is weak or inaccurate, you may need to adjust your focus
on the play. A strong, accurate throw from the catcher will start the play off right. If the
catcher is not able to get a strong, accurate throw all the way to second base, you may
choose to run a first-and-third play by having the catcher get the ball back to the pitcher
quickly and letting her execute the play. You could also use a cut that is short of second
base so that the catcher’s throw will not put your team in a situation where they will be
unable to get the lead runner. If the catcher’s throw is strong and accurate, your team
has a large number of options for the first-and-third play and usually has good success.
The catcher is the key to the infield defense, and this situation is the most challenging
one that the infielders will face.
• How strong and accurate are your middle infielders’ throws? After the ball travels across
the infield to second base, the middle infielder must make a powerful and accurate
throw to the plate to have a chance to put out the runner on third when she tries to steal
home.
• Do all the infielders know their primary and secondary responsibilities? Defensive roles
and responsibilities change during the play, and each infielder needs to make adjustments
as the play develops.
• Does your infield know how to execute an effective rundown? Without the ability to trap
a runner in a rundown, the defense has few options for defending the first-and-third play.
Generally, the goal of the offense is to create a rundown with the runner between first and
second base to allow the runner on third base to score. If the defense is not competent
at executing a rundown, the likelihood that they will get an out and not give up a run is
extremely low. In this situation you may choose to have your pitcher receive the ball in
the circle and hope that the offense makes a mistake. You could also choose to run a fake
throw to second by the catcher and attempt a pickoff at third base.
• Is the pitcher an aggressive fielder who can handle bunts and squeezes? Your defense
faces a big challenge to cover all scenarios, but having an outstanding defensive pitcher
may allow you to adjust your defensive responsibilities slightly. Keeping your corners at
normal depth allows them to be involved at their bases for the first-and-third situation.
With a good-fielding pitcher, they can often cover a greater range of bunts or mis-hits
in front of home. You may also choose to have one of the corners play back and use the
other corner and the pitcher to cover all bunts. You can align your defense in various
ways, but having a good-fielding pitcher allows more options.
• How well do your players communicate on defense? Communication from the dugout
to the catcher and from the catcher to the infield is extremely important. To keep all the
infielders on the same page, the specific play or priority must be communicated effec-
tively and immediately between pitches. If this portion of the communication is not a
strength, then calling a time-out may be the best option. After the pitch is thrown and
play begins, the defense is under tremendous pressure to work precisely as a unit. The
better the team can communicate what the offense is doing, the better they will be at
achieving the desired outcome.
(continued)
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Defending the First-and-Third Play (continued)
When defending the first-and-third play, you and your players should be sure to consider the
• All defenders must know which runner is the greatest concern or priority and which play
is being run if several options are available. Generally, the central communicator for the
specific play or the prioritizing of the runners is the catcher. The catcher either relays the
play from the dugout to the entire team or calls the play herself, depending on the situ-
ation. If the call is for a specific set play that does not require reading the offense, each
player should know her responsibility. If the call is to prioritize a specific runner as the
primary focus and read the defense, a more advanced play, then the defense will have a
primary responsibility. Then, depending on what the offense does, communication should
occur to ensure execution of the appropriate play. In either type of situation, the catcher
should be the single source of communication to the infield and pitcher. Communication
requires practice and trust that everyone involved will fulfill her responsibility.
• If the score is close late in the game, you may not want to risk a play in which the catcher
throws all the way to second base. Instead, you can use some sort of fake throw or cut
throw to catch the runner on third off base trying to score. This fake or cut play is gener-
ally a conservative play that prevents the runner on third from scoring, but it generally
results in giving up second base to the runner stealing from first base.
• If you have a solid lead late in the game, you should be playing for outs. In this situation
you may be willing to give up a run to get an out, so your primary focus is the runner
trying to steal second. Ideally, you can get the out on the steal play and avoid giving up
the run, but if the runner stealing second is caught in a rundown, the defense should
not be distracted by the runner on third base trying to score. Instead, the defense should
execute a solid rundown that results in a valuable out late in the game.
• In most situations you and your team should put the priority on the runner at third base,
but even so you will not always freely give up second base to the runner on first. Keeping
the runner at first out of scoring position without allowing the runner on third to score is a
positive outcome. So a successful first-and-third play from the defense’s perspective could
mean that the runners are kept at first and third even if no out is accomplished. Players
on the defense often think that they must get an out for the play to be successful, but they
should recognize that keeping the offense from advancing on the bases is a positive result.
Scoring a runner from first base on a single hit is much more difficult than scoring a
runner from second. Keeping the runners at first and third instead of allowing the runner
on first to move into scoring position with a steal stops the momentum of the offense.
Obviously, the standard goal of the defense in a first-and-third situation is to prevent the
offense from scoring without getting a hit. Forcing the offense to earn every base with hits
or walks puts pressure on their batters and keeps the defense in a solid situation.
• Use a pitchout or pitch-up when you suspect that the runner on first will be stealing or
that the squeeze play might be on. Your pitcher needs to be careful with pitchouts so
that she does not throw a wild pitch and give up a run. Of course, using a pitchout when
the runners are not going puts your pitcher in a less advantageous count situation on
the batter.
• If you are not using a pitchout, the defenders must hold their ground to read what the
batter does, but they must expect the runners to be going if the batter does not hit the
ball. Communication from the dugout and outfielders can be helpful when the runners
are stealing.
198
• If you are using a quick throwback to the pitcher as a play for
the first-and-third situation, she becomes the primary fielder At a Glance
in working the play. She should stay in the circle to freeze
whichever runner she is not watching. If the runner whom The following parts of
the text offer
she is not watching decides to jockey to draw the throw, she additional information
on defending
will be called out if the pitcher has the ball in the circle. the first-and-third play.
• The third-base player’s primary move during the first-and-
third situation is to go to the foul line and stay on the home
Throwing
plate side of the runner (similar to the position that she 56
takes for a pickoff). After the catcher releases the throw Infield Throws
61
toward second base, the third-base player can retreat to
Catching a Throw
the base and get behind the runner. She is then in good 84
position to receive a throw from the middle infielders if Playing First Base
they attempt to pick off the runner at third. 102
Playing Third Base
• The first-base player’s primary responsibility is to retreat 114
to the bag as quickly as possible and expect a throw at
any time. She needs to trust her teammates’ communica-
tion about the runner on third base if she has the ball or
is receiving the ball because she cannot see the move of
the runner on third toward home.
• If the second-base player is in the cut position, her primary responsibility is to read the
distance and movement of the runner on third as the catcher is releasing the ball. The
second-base player is also the primary person to cut the ball from the catcher on a bad
throw or a throw that will be difficult for the shortstop to handle. If the second-base player
allows the throw through to the shortstop, she should circle back to second base and
become the backup defender if the shortstop vacates the base to go after the runner.
• The pitcher’s primary role after the catcher releases the throw is to communicate about the
runner on third base to the entire defense. Reading the runner’s distance and movement
away from third base is important. If a rundown occurs between third base and home,
the pitcher may need to break for either home or third base to become the backup.
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Part IV
Planning for
Teaching
Part IV helps you apply what you learned in the previous chapters to develop-
ing a plan for the upcoming season. By having a season plan that outlines your
practices for the year and then creating specific practice plans that make up your
season plan, you will be ready to coach and get the most out of your season.
In chapter 7 you learn how to create your season plan, which is a framework
for the practices that make up your season. Besides teaching you about the six
essential steps to developing the season plan, this chapter provides a sample
games approach season plan. A sample traditional approach season plan can
be found in the Coaching Softball Technical and Tactical Skills online course.
After you have your season plan, you must create what is called a practice plan,
which outlines how you will approach each practice. Chapter 8 helps you do this
by explaining the important components of a good practice plan and then pro-
viding you with a sample of the first eight practices of your season based on the
games approach season plans. A sample traditional approach practice plan can
be found in the Coaching Softball Technical and Tactical Skills online course.
201
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chapter
7
Season Plans
John Wooden, the great UCLA basketball coach, followed a simple coaching
philosophy that emphasized execution over winning. He felt that if his Bruins
concentrated on executing the basics, winning would follow. In that regard,
his well-planned practice sessions created a foundation for 10 national titles in
a 12-year span in the 1960s and 1970s. As Wooden said, “Failure to prepare is
preparing to fail.” Before the first practice of the season, you should review your
coaching philosophy and reflect on the upcoming year. By doing so, you can avoid
the pitfalls of previous years and set goals for the one to come. No matter what
the sport, a good coach makes plans.
Planning begins with formulating a sound coaching philosophy. Do you pursue
a conservative approach to the game or an aggressive one? When a runner reaches
first, do you bunt her to second, or do you have her try to steal the base instead?
Will you let batters swing at the first pitch, or will you tell them to take that first
pitch? These and myriad other considerations go into the building of a coaching
philosophy.
How do you form a philosophy? First, you should always go with your gut
feelings. You shouldn’t try to adopt a viewpoint that goes against your personal
beliefs. You will have difficulty selling something to players that you don’t believe
in yourself. At the same time, you can certainly borrow from successful approaches
that have worked for others. Pay close attention to schools or teams that win often.
What makes those teams successful? You shouldn’t be afraid to ask other coaches
how they prepare for a season, run practices or discipline players. A good coach
will be flattered and more than willing to share information.
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But as you know, gathering information from other coaches or from books
provides only the raw material for an aspiring coach. The next step is to process
this information and organize it into a useful plan. Good coaches are good teach-
ers. Just as a teacher wouldn’t think about walking into a classroom without a
lesson plan, a coach shouldn’t begin a season without a plan. You need to orga-
nize information into a working whole, or a season plan, by skillfully analyzing,
observing and prioritizing.
Six Steps to Instructional Planning*

Chapter 1 of Rainer Martens’ Successful Coaching, Third Edition provides a frame-
work for creating and implementing coaching values. You may want to read that
chapter and begin to refine your coaching philosophy.
After you have articulated your philosophy, you can begin planning for the season
ahead by following a simple six-step procedure called “Six Steps to Instructional
Planning,” as shown here:
Step 1: Identify the skills that your athletes need.
Step 2: Know your athletes.
Step 3: Analyze your situation.
Step 4: Establish priorities.
Step 5: Select methods for teaching.
Step 6: Plan practices.
Step 1: Identify the Skills That Your Athletes Need
To help athletes become excellent softball players, you need to know what skills
players need to play softball. Not all these skills will be within the reach of most
high school players, so you must filter this all-encompassing list. First, you need
to isolate the skills that the team needs to be successful, as shown in column one
of figure 7.1.
Figure 7.1 provides an overview of the basic to intermediate skills needed in
softball, based on the skills mentioned in chapters 3 through 6 as well as infor-
mation on communication and physical, mental and character skills from Rainer
Martens’ Successful Coaching, Third Edition. At this stage, you should examine the
list of skills and add others if desired. Step 4 of the planning process will explain
further how you can put this list to work for yourself.
Step 2: Know Your Athletes
Before going into a season, you should be familiar with your athletes. If you trained
the team the year before, you can just review the list of returning players and evalu-
ate them—their strengths, their weaknesses, how much they still have to learn and
so on. If you are a new coach with no knowledge of the skill level of a team, the
process is more difficult. You should review the guidelines for evaluation discussed
in chapter 2 before attempting this process. You may want to conduct a tryout camp
on the first day of practice or before the season, if the rules allow. The camp could
be conducted with the major skill components such as a test that provides a measure
of a player’s speed, balance and quickness using the first-to-third sprint as well as
the sprint from home to first. Next, you could position players in deep center field
*Adapted, by permission, from R. Martens, 2004, Successful coaching, 3rd ed. (Champaign, IL: Human Kinetics),
237.
Figure 7.1 Identifying and Evaluating Skills
Step 1 Step 4
Teaching Priorities Readiness to Learn Priority Rating

Skills Identified Must Should Could Yes No A B C
Offensive Technical Skills
Hitting M S C Yes No A B C
Sacrifice Bunt M S C Yes No A B C
Slap Hit and Hard Bunt M S C Yes No A B C
Squeeze Bunt M S C Yes No A B C
Running Slap M S C Yes No A B C
Baserunning M S C Yes No A B C
Bent-Leg Slide M S C Yes No A B C
Pop-Up Slide M S C Yes No A B C
Headfirst Slide M S C Yes No A B C
Defensive Technical Skills
Throwing M S C Yes No A B C
Infield Throws M S C Yes No A B C
Fielding Balls on the Forehand

M S C Yes No A B C
or Backhand Side
Fielding Ground Balls in the Infield M S C Yes No A B C
Fielding Ground Balls in the Outfield M S C Yes No A B C
Catching a Throw M S C Yes No A B C
Catching Fly Balls M S C Yes No A B C
Pitching M S C Yes No A B C
Catching M S C Yes No A B C
Playing First Base M S C Yes No A B C
Playing Second Base M S C Yes No A B C
Playing Third Base M S C Yes No A B C
Playing Shortstop M S C Yes No A B C
Offensive Tactical Skills
Playing the Short Game M S C Yes No A B C
Stealing a Base M S C Yes No A B C
Protecting the Runner on a Steal M S C Yes No A B C
First-and-Third Situation M S C Yes No A B C
Aggressive Baserunning M S C Yes No A B C
(continued)
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Step 1 Step 4

Offensive Tactical Skills (continued)
Approaching Home M S C Yes No A B C
Hit and Run M S C Yes No A B C
Situational Hitting M S C Yes No A B C
Defensive Tactical Skills
Infield Defensive Responsibilities M S C Yes No A B C
Outfield Defensive Responsibilities M S C Yes No A B C
Defensive Coverage on Hits

M S C Yes No A B C
to the Infield
Defensive Coverage on Hits

M S C Yes No A B C
to the Outfield
Defending the Bunt M S C Yes No A B C
Pickoffs M S C Yes No A B C
Rundowns M S C Yes No A B C
Defending the First-and-Third Play M S C Yes No A B C
Physical Training Skills
Strength M S C Yes No A B C
Speed M S C Yes No A B C
Power M S C Yes No A B C
Endurance M S C Yes No A B C
Flexibility M S C Yes No A B C
Quickness M S C Yes No A B C
Balance M S C Yes No A B C
Agility M S C Yes No A B C
Other M S C Yes No A B C
Mental Skills
Emotional control—anxiety M S C Yes No A B C
Emotional control—anger M S C Yes No A B C
Self-confidence M S C Yes No A B C
Motivation to achieve M S C Yes No A B C
Ability to concentrate M S C Yes No A B C
Other M S C Yes No A B C
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Season Plans 207
Step 1 Step 4

Communication Skills
Sends positive messages M S C Yes No A B C
Sends accurate messages M S C Yes No A B C
Listens to messages M S C Yes No A B C
Understands messages M S C Yes No A B C
Receives constructive criticism M S C Yes No A B C
Receives praise and recognition M S C Yes No A B C
Credibility with teammates M S C Yes No A B C
Credibility with coaches M S C Yes No A B C
Character Skills
Trustworthiness M S C Yes No A B C
Respect M S C Yes No A B C
Responsibility M S C Yes No A B C
Fairness M S C Yes No A B C
Caring M S C Yes No A B C
Citizenship M S C Yes No A B C
From ASEP, 2009, Coaching softball technical and tactical skills, (Champaign, IL: Human Kinetics). Adapted, by permission, from R. Martens, 2004,
Successful coaching, 3rd ed. (Champaign, IL: Human Kinetics), 250–251.
and have fly balls and ground balls hit to them. Players would then throw to third
base and home. This test gives you a picture of a player’s arm strength and ability
to read balls in the air. Finally, you could put all players at the shortstop position to
field ground balls and throw to first, providing you with an indication of the play-
ers’ footwork. Later, players with stronger arms could try out for specific positions
like catcher or center field. Completing a form such as “Throwing Technical Skill
Evaluation” on page 16 would give you a good idea of a player’s throwing skills and
potential ability. Armed with this knowledge, you could then reevaluate the skills
identified in step 1 to ensure that they are the appropriate skills for the team.
Step 3: Analyze Your Situation
You also need to analyze your situation in preparing for a season. Before embark-
ing on grandiose schemes like buying new uniforms or traveling great distances
to play games, you need to consider the amount of help that you will get from the
community, including parents and school and civic officials. You must be aware of
budgetary concerns and have clear goals regarding fund-raising if any is needed.
Practice facility availability is also a concern. A program self-evaluation form, as
shown in figure 7.2, can help you with this process.
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Figure 7.2 Evaluating Your Team Situation
How many practices will you have over the entire season, and how long can
practices be?
How many contests will you have over the entire season?
What special events (team meetings, parent orientation sessions, banquets,

tournaments) will you have and when?
How many athletes will you be coaching? How many assistants will you have?
What is the ratio of athletes to coaches?
What facilities will be available for practice?
What equipment will be available for practice?
How much money do you have for travel and other expenses?
What instructional resources (videos, books, charts, CDs) will you need?
What other support personnel will be available?
What other factors may affect your instructional plan?
From ASEP, 2009, Coaching softball technical and tactical skills, (Champaign, IL: Human Kinetics). Reprinted, by permis-
sion, from R. Martens, 2004, Successful coaching, 3rd ed. (Champaign, IL: Human Kinetics), 247–248.
208
Season Plans 209
You must remember to consider many factors other than technical and tactical
skills before planning for a season. Note that as the season progresses time avail-
able for practice diminishes. Be sure to teach all the basics early.
During the first 2 weeks of the season, practice is held six times a week, but
during the following 8 to 10 weeks, only 3 days are open for training, subject to
rainouts or rescheduling. Moreover, on any given practice day, key players may
be absent for school-related reasons or fatigued and in need of rest. Any of these
factors could necessitate a change of plans.
Step 4: Establish Priorities
You must institute a set of priorities before a season. Given the limited practice
time available to most high school teams, you cannot do everything possible within
the game of softball. You should also consider the abilities of the athletes before
establishing priorities. Refer to figure 7.1, paying special attention to the column
under “Step 4.” Here you examine the list of essential skills and evaluate them to
establish practice priorities for the season. First, you must give each skill a prior-
ity according to its importance. Ask yourself, “Is this a skill that I ‘must,’ ‘should’
or ‘could’ teach?” You should then ask, “Are my athletes ready to learn this skill?”
The results from step 2 may help you with this phase. Finally, based on those two
factors—the teaching priority and the athlete’s readiness to learn—you can give
each skill a priority rating in column 4. The A-rated skills would be those that you
believe are essential to teach, so you should cover them early and often. Likewise,
you should teach as many B-rated skills as possible. Finally, depending on the
ability and rate of progression of the players, you could teach C-rated skills.
Although most of the skills have been tabbed as must-teach skills, circumstances
may arise that make teaching some skills impractical at various times during the
season. For example, you might feel that teaching the first-and-third play to your
offensive unit is essential and that teaching your defense to defend against the
double steal is vital as well. But the team may not be ready or able to learn the
complicated assignments necessary to mastering these tactical skills. Players may
have difficulty reading the play and picking up on the cues to execute the play
properly. Some may be easily distracted or have trouble acquiring the necessary
knowledge. Players at key positions may lack the physical ability to be effective. In
this case, you might come up with a conservative approach to these two tactical
skills and delay teaching complicated responses.
Step 5: Select Methods for Teaching
Next, you should choose the methods that you want to use in daily practices to
teach the skills that you have decided are necessary. Take care in implementing this
important step. The traditional approach to practice involves using daily drills to
teach skills, interspersed with batting practice and infield practice. This approach
emphasizes technical skill development, the thinking being that the more a player
drills the little skills, the better she becomes at performing them in games.
This traditional method might cover the techniques of softball adequately and
even approximate most of the tactical situations that a team will face during
games, but it does have several glaring shortcomings. First, traditional practice
sessions overemphasize techniques at the expense of tactics. Second, too much
direct instruction occurs. Typically, a coach would explain a skill, show how to
perform it and then set up situations in which players could learn the skill.
Recent educational research has shown, however, that students who learn a
skill in one setting, say the library, have difficulty performing it in another setting,
like the classroom. Compare this finding to the common belief among coaches
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that young players today don’t have softball sense, the basic knowledge of the
game that players used to have. For years, coaches have been bemoaning the fact
that players don’t react as well to game situations as they used to, blaming every-
thing from video games to the increasing popularity of other sports. But external
forces may not be entirely to blame for the decline in softball logic. Bookstores
offer dozens of drill books to help coaches teach the technical skills of softball,
and teams around the country practice those drills ad infinitum. If drills are so
specific, numerous and clever, why aren’t players developing that elusive softball
sense? Perhaps just learning techniques and performing drill after drill creates
not expertise, but only the ability to do drills.
An alternative way to teach softball skills is the games approach. As outlined in
chapter 1, the games approach allows players to take responsibility for learning
skills. A good analogy is to compare the games approach in sports to the holistic
method of teaching writing. Traditional approaches to teaching students to write
included doing sentence-writing exercises, identifying parts of speech and work-
ing with different types of paragraphs. After drilling students in these techniques,
teachers assigned topics to write about. Teachers used this method of teaching
for years. When graduating students could not write a competent essay or work
application, educators began questioning the method and began to use a new
approach, the holistic method. In the holistic method of teaching writing, stu-
dents wrote compositions without learning parts of speech or sentence types or
even ways to organize paragraphs. Teachers looked at the whole piece of writing
and made suggestions for improvement from there, not worrying about spelling,
grammar or punctuation unless it was germane. This method emphasized seeing
the forest instead of the trees.
This forest versus trees approach is applicable to teaching softball skills as well.
Instead of breaking down skills into their component parts and then having the
athletes put the pieces back together, you can impart the whole skill and then let
the athletes discover how the parts relate. This method resembles what actually
occurs in a game, and learning occurs at game speed. These latter two concepts
are crucial to understanding the games approach.
This method does not take you out of the equation; in fact, you must take a
more active and creative role. You must shape the play of the athletes to get the
desired results, focus the attention of the athletes on the important techniques and
enhance the skill involved by attaching various challenges to the games played.
You can use the games approach to teach almost any area of the game. Instead of
having pitchers and catchers throw to each other and simply chart their progress,
you can create games around the pitchers’ bullpen work and encourage competi-
tion. Instead of just holding an infield workout during a practice session, you can
make the workout more gamelike by shaping, focusing and enhancing. Working on
a double play, for example, might be more real if base runners were involved or if
fielders were timed with a stopwatch each time. If infielders cannot complete the
double play in 2.9 seconds or less, you will have to work on the infielders’ position-
ing and quickness to ensure that they are capable of actually turning two.
Step 6: Plan Practices
At this stage of the planning process, you should sketch a brief overview of what
you want to accomplish during each practice for the season. Using the informa-
tion compiled in the previous five steps, you can sketch an outline for an entire
season, both practices and games, which can be called the season plan. Figure 7.3
shows a sample season plan for the games approach, using a 12-week season plan
that includes a 2-week period for postseason tournaments.
Figure 7.3 Games Approach Season Plan
Purpose Skills
Practice 1 Introduce and review defensive techni- Throwing, Infield Throws, Fielding Balls on the
cal skills. Forehand or Backhand Side, Fielding Ground
Balls in the Infield, Fielding Ground Balls in the
Outfield, Catching a Throw, Catching Fly Balls
Practice 2 Continue review of defensive technical Pitching, Catching, Playing First Base, Playing
skills further; introduce and review hit- Second Base, Playing Third Base, Playing Short-
ting; introduce tactics of team defensive stop, Hitting
WEEK 1 – (PRESEASON)
situations.
Practice 3 Introduce the technical and tacti- Sacrifice Bunt, Slap Hit and Hard Bunt, Squeeze
cal aspects of bunting (offense and Bunt, Running Slap, Playing the Short Game, Pro-
defense). tecting a Runner on a Steal
Practice 4 Introduce aggressive baserunning in Baserunning, Aggressive Baserunning, Hitting,
offensive and defensive situations. Playing the Short Game
Practice 5 Review the technical aspects of hitting Hitting
with focus on the upper body.
Practice 6 Introduce the tactics of mixing pitches; Pitching, Hitting, Fielding Balls on the Forehand
review hitting and fielding basics; or Backhand Side, Fielding Ground Balls in the
review decision making in the outfield; Infield, Fielding Ground Balls in the Outfield,
introduce pickoffs and the first-and-third Catching a Throw, Catching Fly Balls, Aggressive
situation. Baserunning, Pickoffs, First-and-Third Situation,
Practice 7 Introduce situational hitting, slapper Situational Hitting, Slap Hit and Hard Bunt, Run-
defense, and rundowns. ning Slap, Rundowns
Practice 8 Focus on tactical skills related to steal- Playing Second Base, Stealing a Base, Protecting
ing second; introduce team cohe- the Runner on a Steal, Infield Defensive Responsi-
siveness and mental and emotional bilities, Defensive Coverage on Hits to the Infield
toughness.
Practice 9 Focus on tactical skills to prepare play- Playing the Short Game, Stealing a Base, Pro-
WEEK 2 – (PRESEASON)
ers for game day. tecting the Runner on a Steal, First-and-Third

Situation, Aggressive Baserunning, Approaching
Home, Hit and Run, Situational Hitting, Infield
Defensive Responsibilities, Outfield Defensive
Responsibilities, Defensive Coverage on Hits to
the Infield, Defensive Coverage on Hits to the
Outfield, Defending the Bunt, Pickoffs, Rundowns,
Practice 10 Focus on running tactics. Playing the Short Game, Stealing a Base, Pro-
tecting the Runner on a Steal, First-and-Third
Situation, Aggressive Baserunning, Approaching
Home, Hit and Run
Practice 11 Build pitchers’ tactical awareness and Pitching, Defending the Bunt, Pickoffs, Rundowns,
strategy. Defending the First-and-Third Play
Practice 12 Prepare for game day. Review of skills identified in the game plan
(continued)
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Purpose Skills
[Game 1]
WEEK 3 – (IN SEASON)
Practice 13 Review bunts. Sacrifice Bunt, Slap Hit and Hard Bunt, Squeeze
Bunt, Running Slap
[Game 2]
Practice 14 Review steals. Stealing a Base, Protecting the Runner on a Steal
[Game 3]
Practice 15 Review slides. Bent-Leg Slid, Pop-Up Slide, Headfirst Slide
[Game 4]
Practice 16 Review pitch selection and tactics. Pitching
[Game 5]
Practice 17 Review baserunning strategy. Baserunning, Aggressive Baserunning
[Game 6]
Practice 18 Review skills as necessary.
[Game 7]
Practice 19 Review options at third. Playing Third Base, First-and-Third Situation,

Approaching Home, Defending the First-and-Third
Play
[Game 8]
[Game 9]
[Game 10]
[Game 11]
[Game 12]
[Game 13]
[Game 14]
[Game 15]
212
Season Plans 213
Purpose Skills
[Game 16]
WEEK 9 – (IN SEASON) WEEK 8 – (IN SEASON)
[Game 17]
[Game 18]
[Game 19]
[Game 20]
[Game 21]
[Game 22]

[Game 23]
[Game 24]
[Playoffs]
For a sample traditional approach season plan, please refer to the Coaching
Softball Technical and Tactical Skills online course.
This plan presumes that the first 2 weeks of the season will be devoted primarily
to practice, with games beginning in the 3rd week. The early practices are more
detailed and complete. After games begin, practice plans become more open ended
so that you can focus on problems that may have occurred in past games and can
develop practices according to the game plan (see chapter 9).
The game plan should include a review of the previous game, scouting reports
and the team’s overall strategy. Approaching practices in this manner helps you
fine-tune practices to prepare for upcoming games. The main objective of practices
at this point in the season is to focus on the game plan, but when time permits, you
should revisit key skills so that the learning process continues all season long.
Although the plan in figure 7.3 is shown in isolation, you should employ both
approaches when planning. You may feel more comfortable teaching bunting with
the traditional approach but find that the games approach works better for you
when teaching the first-and-third double-steal play. Remember to work through
the six steps yourself to create a season plan best suited for your team.
After completing the season plan, you can further refine step 6 of the process by
adding specifics to your individual workouts. The next chapter helps you in this
procedure by showing the components of a good practice session and providing
a sample of the games approach to practices.
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chapter
8
Practice Plans
To get the most out of your practice sessions, you must plan each practice. Com-
pleting the season plan, as described in the last chapter, helps you do this. But you
have to take that season plan a step further and specify what you will be covering
at every practice.
As described in Successful Coaching, Third Edition, every practice plan should
include the following:
• Date, time of practice and length of practice session
• Objective of the practice
• Equipment needed
• Warm-up
• Practice of previously taught skills
• Teaching and practicing new skills
• Cool-down
• Coaches’ comments
• Evaluation of practice
The following games approach practice plans were developed based on the
season plan from chapter 7 (as shown in figure 7.3 on page 211). Early practices
focus on softball as a whole, including essential tactical skills. Then, as players
need to refine technical skills, those skills are brought into the practices. When
athletes’ play is focused on games early in the season, they quickly discover
their weaknesses and become more motivated to improve their skills so that
they can perform better in game situations. For a sample traditional approach
practice plan, please refer to the Coaching Softball Technical and Tactical Skills
online course.
215
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Practice 1
Date:
Monday, March 13
Practice Start Time:
3:20 p.m.
Length of Practice:
2 hours, 40 minutes
Practice Objectives:
• Begin team conditioning.
• Players demonstrate basic throwing and catching techniques.
• Players demonstrate proper running form in running through first base.
• Begin to evaluate players for the varsity squad.
Key Teaching
Time Name of Activity Description Points Related Skills
3:20–3:30 Prepractice meeting Review practice outline; make • Hustle
and team building announcements; motivate • Teamwork
players
3:30–3:50 Warm-up Warm up using dynamic • Full range of
movements and stretching for motion
flexibility • Slow movements
• Good form
3:50–4:00 Conditioning 1-mile timed run • Proper running • Baserunning,
form page 42
4:00–4:01 Water break
4:01–4:20 Throwing and Throwing progression through • Proper throwing • Throwing, page 56
catching four stages: (1) proper arm form • Catching a Throw,
action, (2) wrist snap, (3) leg • 12 o’clock– page 84
drive and (4) footwork; center- 6 o’clock rotation
ing when catching the ball
4:20–4:45 Everyday Drills for Catcher Partner Drill as out- • Quick hands • Catching, page 96
Catchers lined in “Everyday Drills for • Receiving stance
Catchers” • Shifting in receiv-
ing stance
• Framing
• Blocking
4:20–4:45 Everyday Drills for Pitcher Isolation Drill as out- • Spins, wrist • Pitching, page 91
Pitchers lined in “Everyday Drills for • Balance
Pitchers” • Arm motion
• Linear and rota-
tional moves
216
Practice 1
Key Teaching
4:20–4:45 Everyday Drills for Infielder Partner Drill as out- • Fielding position • Infield Throws,
Infielders lined in “Everyday Drills for • Watching the ball page 61
Infielders” into the glove • Fielding Balls on
• Short hops (front, the Forehand or
forehand and Backhand Side,
backhand) page 67
• Proper footwork • Fielding Ground
Balls in the Infield,
page 72
• Infield Defensive
Responsibilities,
page 170
4:20–4:45 Everyday Drills for Outfielder Partner Drill as • Drop step and • Throwing, page 56
Outfielders outlined in “Everyday Drills for crossover • Fielding Balls on
Outfielders” • Catching above the Forehand or
eye level Backhand Side,
• Blocking ground page 67
balls • Fielding Ground
Balls in the Out-
field, page 78
• Outfield Defensive
Responsibilities,
page 176
4:46–5:00 Baserunning Gamelike drill to practice • Running form • Baserunning,
baserunning situations, such • Proper form for page 42
as running through first and singles and dou- • Aggressive Base-
rounding first bles running, page 149
5:02–5:12 Cool-down 20-yard sprints out of bat- • Complete
ter’s box; stretch main muscle stretches
groups
5:12–5:20 Coaches’ com- End-of-practice comments; • General com-
ments reminders ments
• Positive points
• Motivate for next
practice
5:15–5:25 Team breathing and Begin teaching breathing for • Focus on inhaling
visualization exer- relaxation; players lie on their • Work from feet up
cises backs to head
5:25–6:00 Coaches’ meeting Meet in coaches’ office • Assess the day’s
practice
• Discuss next
practice
217
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Practice 2
Date:
Tuesday, March 14
3:20 p.m.
Length of Practice:
2 hours, 15 minutes
Objectives
• Continue conditioning.
• Continue training proper arm action in throwing.
• Players become more proficient in basic technical infield, catching, outfield and pitching skills.
• Through challenge games, players begin to understand and react appropriately to tactical
defensive situations.
• Players learn proper defensive positioning in specific offensive situations listed in the playbook.
Key Teaching
and team building announcements; motivate play- • Teamwork
ers
3:33–3:45 Warm-up Warm up using dynamic move- • Full range of
ments and stretching for flex- motion
ibility • Slow movements
• Good form
3:45–3:54 Conditioning 1-mile timed run • Driving arms • Baserunning, page 42
• Beating previous
time
drive, and (4) footwork; center- 6 o’clock rotation
4:10–4:30 Everyday Drills for Catcher Partner Drills as out- • Quick feet • Catching, page 96
Catchers”; catchers work in and framing
partners to develop framing,
receiving and throwing skills
4:10–4:30 Everyday Drills for Pitcher’s Challenge Drill as • Work zones from • Pitching, page 91
Pitchers outlined in “Everyday Drills close range
for Pitchers”; pitchers work • Arm motion and
together to focus on zones snap
4:10–4:30 Everyday Drills for Infielder Partner Drill as outlined • Short hops • Infield Throws, page 61
Infielders in “Everyday Drills for Infield- • Flip throws • Fielding Balls on the
ers”; infielders work in partners • Forehand and Forehand or Backhand
or groups of three to develop backhand into Side, page 67
fielding skills throwing position • Fielding Ground Balls
• Push through in the Infield, page 72
Responsibilities,
page 170
218
Practice 2
Key Teaching
4:10–4:30 Everyday Drills for Outfielder Line Drills with • Think “First three • Throwing, page 56
Outfielders live bat or toss as outlined in steps hard and • Fielding Balls on the
“Everyday Drills for Outfielders”; fast” on every ball Forehand or Backhand
outfielders work on drop step, • Direct route to the Side, page 67
crossover and blocking ground ball • Fielding Ground Balls
balls in the Outfield, page 78
Responsibilities,
page 173
4:30–5:00 Batting practice Coaches throw or pitch; players • Balance and • Hitting, page 22
move through five stations— weight shift
tees, soft toss, swing trainer or • Hitting fundamen-
Speed Stik, on deck and live tals
• Evaluate swings
4:30–5:00 Battery practice Pitchers, paired with catchers, • Form • Pitching, page 91
rotate out of bullpen to throw 20 • At 50% speed • Catching, page 96
pitches to catcher; coach charts • Work inside, out-
pitches, sets up situations side, up and down
5:00–5:15 Defensive situations Gamelike drill to practice defen- • Emphasize field- • Aggressive Base-
sive situations ing priorities running, page 149
• Every base gets • Infield Defensive
covered Responsibilities,
• Every player page 170
moves on every • Outfield Defensive
play Responsibilities,
page 176
• Defensive Coverage
Situations, page 173
• Coverage Responsi-
bilities on Hits to the
Outfield, page 179
5:15–5:20 Cool-down Sprints from first to third for • Running form on • Aggressive Base-
time; pitchers run foul lines sprints running, page 42
• Emphasize watch-
ing third-base
coach
• Tight turn at
second
5:20–5:25 Coaches’ com- End-of-practice comments; • General com-
ments reminders ments
• Positive points
practice
5:25–5:30 Team breathing and Continue breathing exercises • Long, easy
visualization exer- from previous practice breaths
cises • Focus on exhala-
tions
practice
• Discuss next prac-
tice
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Practice 3
Date:
Wednesday, March 15
3:20 p.m.
Practice Length:
2 hours, 20 minutes
Objectives:
• Catchers practice throwing.
• Players learn how to use cutoffs.
• Players learn how to read the bunt and respond to get one sure out.
• Put players in various defensive situations to improve their tactical skills.
Key Teaching
3:25–3:30 Prepractice Review practice outline; • Hustle
meeting and team make announcements; moti- • Teamwork
building vate players
movements and stretching motion
for flexibility • Slow movements
• Good form
3:40–3:50 Conditioning 1-mile timed run • Proper running • Baserunning, page 42
form
3:51–4:05 Throwing and Same as previous practices; • Proper arm action • Throwing, page 56
catching begin long toss and footwork • Catching a Throw,
• 12 o’clock– page 84
6 o’clock spin
4:05–4:25 Everyday Drills for Catcher Partner Drill as out- • Quick hands • Catching, page 96
Catchers” • Shifting in receiv-
ing stance
• Framing
• Blocking
4:05–4:25 Everyday Drills for Pitcher Defensive Drill as • Spins and wrist • Pitching, page 91
Pitchers outlined in “Everyday Drills • Balance
for Pitchers” • Arm motion
tional moves
4:05–4:25 Everyday Drills for Infield Defensive Drill as out- • Short hops; front, • Infield Throws, page 61
Infielders lined in “Everyday Drills for forehand, and • Fielding Balls on the
Infielders” backhand Forehand or Backhand
• Push through Side, page 67
• Fielding Ground Balls
in the Infield, page 72
Responsibilities,
page 170
220
Practice 3
Key Teaching
4:05–4:25 Everyday Drills for Outfield Defensive Drill as • Playing angles on • Throwing, page 56
Outfielders outlined in “Everyday Drills ball off fence • Fielding Balls on the
for Outfielders” • Move through Forehand or Backhand
catch to crow hop Side, page 67
in the Outfield, page 88
Responsibilities,
page 17
4:26–4:46 Bunting Gamelike drill to practice • Bunting skills • Hitting, page 22
bunting situations, in which • Fielding skills • Sacrifice Bunt, page 28
fielders must charge and • Slap Hit and Hard
react Bunt, page 32
• Squeeze Bunt, page 35
• Running Slap, page 37
• Playing the Short
Game, page 130
• Defending the Bunt,
page 182
4:46–5:15 Offensive situations Gamelike drill to practice • Batting skills • Hitting, page 22
offensive situations • Short-game skills • Sacrifice Bunt, page 28
• Slap Hit and Hard
Bunt, page 32
• Squeeze Bunt, page 35
• Running Slap, page 37
• Playing the Short
Game, page 130
4:46–5:15 Bullpens Pitchers throw 40 pitches • Power-line work • Pitching, page 91
to catcher; coach charts • At only 75 to 90%
pitches velocity
5:15–5:25 Cool-down Cone drill plyometrics; pitch- • Lengthening
ers run foul lines; running stride in downhill
downhill runs
5:25–5:30 Coaches’ End-of-practice comments; • General com-
comments reminders ments
• Positive points
practice
5:30–5:35 Team breathing Begin bringing in past per- • Emphasize re-
and visualization formance recall creating a suc-
exercises cessful softball
moment
• Focus on all
senses
practice
• Discuss next
practice
221
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Practice 4
Date:
Thursday, March 16
3:20 p.m.
Practice Length:
2 hours, 20 minutes
Objectives:
• Incorporate tactical awareness into running.
• Incorporate tactical awareness into pitching challenges—working corners, throwing high in
bunt situations and so on.
• Work on double-play tactics in infield games.
• Catchers react to tactical challenges in games.
• Incorporate defensive positioning tactics with aggressive baserunning.
Key Teaching
3:30–3:35 Prepractice Review practice outline; make • Hustle
meeting and team announcements; motivate • Teamwork
building players
3:35–3:50 Warm-up Warm up using dynamic • Slow movements • Baserunning, page 42
movements and stretching for • Good form
flexibility; 1-mile timed run
3:50–4:15 Fielding balls in Gamelike drill to practice • Fielding balls • Fielding Balls on the
the outfield fielding balls in the outfield, • Proper form when Forehand or Back-
in which runners react to out- running the bases hand Side, page 67
fielders • Fielding Ground
Balls in the Outfield,
page 78
• Catching Fly Balls,
page 87
• Baserunning, page 42
• Aggressive Base-
running, page 149
action, (2) wrist snap, (3) leg • 12 o’clock–6 page 84
drive and (4) footwork; center- o’clock rotation
4:30–4:40 Everyday Drills for Catcher Partner Drills as out- • Quick feet • Catching, page 96
Catchers lined in “Everyday Drills for • Blocking
Catchers”; practice blocking • Quick feet to short
and throwing throws
4:30–4:40 Everyday Drills for Pitcher Isolation Drill as out- • Spins and wrist • Pitching, page 91
Pitchers” • Arm motion
tional moves
222
Practice 4
Key Teaching
4:30–4:40 Everyday Drills for Infielder Partner Drill as out- • Fielding position • Infield Throws,
Infielders lined in “Everyday Drills for • Watching the ball page 61
Infielders”; work in groups of into the glove • Fielding Balls on the
three • Short hops (front, Forehand or Back-
forehand and hand Side, page 67
backhand) • Fielding Ground Balls
• Proper footwork in the Infield, page 72
Responsibilities,
page 170
4:30–4:40 Everyday Drills for Outfielder Partner Drill as • Drop step and • Throwing, page 56
Outfielders outlined in “Everyday Drills for crossover • Fielding Balls on the
Outfielders”; practice catch- • Catching above Forehand or Back-
ing ground balls and fly balls eye level hand Side, page 67
and throwing to second • Blocking ground • Fielding Ground
balls Balls in the Outfield,
page 78
Responsibilities,
page 176
4:40–5:05 Offensive and Gamelike drill to practice • Aggressive run- • Hitting, page 22
defensive offensive and defensive situa- ning • Baserunning, page 42
situations tions; batters hit (bunt, swing • Catcher throwing • Throwing, page 56
away and so on) according to • Aggressive Base-
game situation, runners react running, page 149
to where ball is hit and field- • Situational Hitting,
ers make plays on runners page 162
5:05–5:20 Scrimmage Divide teams; play two • Coach evaluates
innings with three outs; rotate players for later
pitchers after three outs discussion
5:05–5:20 Bullpens Pitchers not throwing in scrim- • Visual focus on • Pitching, page 91
mage work on pitches; chart target
all pitches
5:20–5:25 Cool-down Run sprints from first to third • Getting good jump • Aggressive Base-
and from second to home; when ball is hit running, page 149
coach hits fungoes to start
5:25–5:35 Coaches’ End-of-practice comments; • General comments
comments reminders • Positive points
practice
5:35–5:40 Team breathing Continue teaching relaxation • Focus and recall of
and visualization technique past events while
exercises breathing
• Introduce concept
of visualization
practice
• Review practice
plans
tice
223
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Practice 5
Date:
Friday, March 17
3:20 p.m.
Practice Length:
2 hours, 30 minutes
Objectives:
• Players increase tactical abilities at all positions.
• Players work on reading the ball.
• Players execute pickoffs.
Key Teaching
meeting and team announcements; motivate • Teamwork
building players
3:35–3:55 Warm-up Warm up using dynamic • Full range of • Baserunning, page 42
flexibility; 1-mile timed run • Slow movements
• Good form
action, (2) wrist snap, (3) leg • 12 o’clock–6 page 84
drive, and (4) footwork; cen- o’clock rotation
tering when catching the ball;
practice using long tosses
4:10–4:20 Everyday Drills for Catcher Partner Drill as out- • Fielding bunts • Catching, page 96
Catchers lined in “Everyday Drills for with throws
Catchers”; practice reacting • Receiving throws
to bunts and catching throws from the outfield
from the outfield
4:10–4:20 Everyday Drills for Pitcher Isolation Drill as out- • Spins and wrist • Pitching, page 91
Pitchers”; focus on zones • Arm motion
tional moves
4:10–4:20 Everyday Drills for Infielder Partner Drill as out- • Route patterns to • Infield Throws,
Infielders lined in “Everyday Drills for ball page 61
Infielders”; focus on angles • Proper footwork • Fielding Balls on the
and footwork for quickest angle Forehand or Back-
hand Side, page 67
in the Infield, page 72
Responsibilities,
page 170
224
Practice 5
Key Teaching
4:10–4:20 Everyday Drills for Outfielder Partner Drill as • Direct routes and • Catching Fly Balls,
Outfielders outlined in “Everyday Drills for angles page 87
Outfielders”; focus on catch- • Running on balls
ing fly balls of feet
• Proper footwork
4:20–4:40 Batting practice Coaches throw or pitch; play- • Balance and • Hitting, page 22
ers move through five sta- weight shift
tions—tees, soft toss, swing • Hitting fundamen-
trainer or Speed Stik, on deck tals
and live • Evaluate swings
4:40-5:15 Situational hitting Coach throws or pitches balls; • Advancing run- • Playing the Short
and short game set up defense and add runners Game, page 130
practice ners; use signals or have • Understanding • Situational Hitting,
each athlete execute prede- situational priori- page 162
termined skills ties
• Evaluating execu-
tion under pres-
sure
5:15–5:30 Cool-down Run sprints from first to third • Getting good • Aggressive Base-
and from second to home; jump when ball running, page 149
coach hits fungoes to start is hit
5:30–5:40 Coaches’ End-of-practice comments; • General com-
comments reminders ments
• Positive points
practice
5:40–5:45 Team breathing Continue breathing and • Visualize for
and visualization focusing exercises; remind action
exercises players to do exercises on
their own several times daily
practice
• Discuss next
practice
225
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Practice 6
Date:
Saturday, March 18
3:20 p.m.
Practice Length:
4 hours
Objectives:
• Build on tactical skills at all positions.
• Focus on cutoff executions with infielders and outfielders.
• Work with pitchers on moving the ball around the strike zone.
• Fine-tune sliding techniques.
• Work on first-and-third execution.
• Work on situational hitting and hit and run.
Key Teaching
and team building announcements; motivate players • Teamwork
8:35–8:50 Warm-up Warm up using dynamic move- • Slow movements • Baserunning,
ments and stretching for flexibility; • Good form page 42
1-mile timed run
8:51–9:05 Throwing and Throwing progression through four • Proper throwing • Throwing, page 56
catching stages: (1) proper arm action, (2) form • Catching a Throw,
wrist snap, (3) leg drive, and (4) • 12 o’clock– page 84
footwork; centering when catching 6 o’clock rotation
the ball; practice using long tosses
with one hop
9:05–9:15 Everyday Drills for Catcher Partner Drills as outlined • Form triangle with • Catching, page 96
Catchers in “Everyday Drill for Catchers”; ball and approach-
focus on tag plays at home from ing runner
the outfield and fielding bunts with • Center ball
throws to first and second between feet to
field bunt
• Stay low
9:05–9:15 Everyday Drills for Pitcher Isolation Drills as outlined • Working the high • Pitching, page 91
Pitchers in “Everyday Drills for Pitchers”; zone
focus on proper balance for • Shifting weight
pitches high in the zone slightly back
9:05–9:15 Everyday Drills for Infielder Partner Drills as outlined • Charge high hops • Infield Throws,
Infielders in “Everyday Drills for Infielders”; • Quick, accurate page 61
focus on fielding high hops, pop- release to first • Fielding Balls on the
ups in the infield and throws to first • Going back on Forehand or Back-
pop-ups hand Side, page 67
• Fielding Ground
page 75
Responsibilities,
page 170
226
Practice 6
Key Teaching
9:05–9:15 Everyday Drills for Outfielder Partner Drill as outlined • Decision making • Throwing, page 56
Outfielders in “Everyday Drills for Outfielders”; • Fielding Balls on the
focus responsibilities based on Forehand or Back-
game situations hand Side, page 67
• Fielding Ground
Balls in the Outfield,
page 78
Responsibilities,
page 176
9:15–9:45 Batting practice Coaches throw or pitch; players • Balance and • Hitting, page 22
move through five stations—tees, weight shift
soft toss, swing trainer or Speed • Hitting fundamen-
Stik, on deck and live tals
• Evaluate swings
9:15–9:45 Battery practice Pitchers throw 20 pitches to • Getting ball in cor- • Pitching, page 91
catcher; emphasize mixing zones; rect zones
coach charts all pitches
9:45–10:30 Scrimmage Divide teams; play two innings with
three outs; rotate pitchers after
three outs
10:30–10:40 Bunting and Gamelike drill to practice bunting • Getting good jump • Hitting, page 22
baserunning and baserunning; focus on using • Sacrifice Bunt,
pickoffs to get outs page 28
• Slap Hit and Hard
Bunt, page 32
• Squeeze Bunt,
page 35
• Running Slap,
page 37
• Baserunning,
page 42
• Aggressive Base-
running, page 149
10:40–10:50 First-and-third Gamelike drill to practice first- • Clear signs from • First-and-Third Sit-
situation (offense and-third situations; focus on run- catcher uation, page 145
and defense) ning the bases aggressively and • Communication • Defending the
defending the play between fielders First-and-Third
• Positioning Play, page 195
• Cuts • Aggressive Base-
running, page 149
10:50–10:55 Cool-down Four-corner sprints—straight steal • Jumps and hustle • Aggressive Base-
at first, delay steal at second, tag running, page 149
and go at third, getting out of the
box at home
10:55–11:00 Coaches’ Coaches comment on practice; • Progress made
comments and discuss rededicating attitudes for during the week
team building next week, remind players to prac- Point out positives
tice breathing at home from the day
practice
tice
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Practice 7
Date:
Monday, March 20
3:20 p.m.
Practice Time:
2 hours, 30 minutes
Objectives:
• Fine-tune tactical skills at all positions.
• Work with catchers and tactical skills for stealing.
• Work on tactical awareness and bunting.
• Continue to work on using the cutoff.
Key Teaching
meeting and team announcements; motivate players • Teamwork
building
3:35–4:05 Warm-up Warm up using dynamic move- • Full range of • Baserunning,
ments and stretching for flexibil- motion page 42
ity; 1-mile timed run • Slow movements
• Proper form
4:05-4:15 Throwing and Throwing progression through • Proper throwing • Throwing, page 56
drive, and (4) footwork; centering 6 o’clock rotation
when catching the ball
4:17–4:30 Everyday Drills for Catcher Partner Drill as outlined • Accurately read • Catching, page 96
Catchers in “Everyday Drills for Catchers”; signals
focus on reading signals and • Proper positioning
defensive positioning
4:17–4:30 Everyday Drills for Pitcher Isolation Drill as outlined • Shifting weight • Pitching, page 91
Pitchers in “Everyday Drills for Pitchers”; back
focus on high pitches and full • Full distance
distance
4:17–4:30 Everyday Drills for Infielder Partner Drill as outlined • Moving to path of • Infield Throws,
Infielders in “Everyday Drills for Infielders”; ball page 61
work in groups of four with focus • Squaring up to the • Fielding Balls on the
on ground balls and quick throws ball Forehand or Back-
• Good feeds at hand Side, page 67
second • Fielding Ground
page 72
4:17–4:30 Everyday Drills for Outfielder Partner Drill as outlined • Throwing to chest • Outfield Defensive
Outfielders in “Everyday Drills for Outfield- and head area of Responsibilities,
ers”; focus on finding the cutoff receiver page 176
228
Practice 7
Key Teaching
4:30–4:50 Situational batting Coaches throw or pitch; players • Reacting to the • Hitting, page 22
practice move through five stations—tees, situation created • Situational Hitting,
soft toss, swing trainer or Speed • Swinging in the page 162
Stik, on deck and live; make it a zone
game by awarding points for suc- • Looking middle or
cessful execution; coach charts away
all pitches
4:50–5:10 Defensive Focus on ball between infield and • Communication • Infield Defensive
situations outfield; two fungo hitters (LF and between infield and Responsibilities,
RF); team defense on cutoffs and outfield page 170
relays • Hitting cutoff • Outfield Defensive
• Outfielder catching Responsibilities,
low and infielder page 176
catching high • Defensive Coverage
Situations, page 173
• Defensive Respon-
sibilities on Hits
to the Outfield,
page 179
5:10–5:25 Slapper defense Gamelike drill to practice defense • Bunt defenses • Slap Hit and Hard
against a slap hitter; fielders take • Defending the slap Bunt, page 32
active role by reading the situa- hitter • Running Slap,
tion and responding page 37
• Defending the Bunt,
page 182
5:25–5:35 Duel rundowns Gamelike drill to practice run- • Communication • Rundowns,
downs; focus on no throws after • Rundowns page 191
tag • Keep switching
runners
5:35–5:40 Cool-down First-to-third sprints from 8-foot • Economy of turn at
lead for time; tag up and score second
from third; use outfielders and • Listening to the
fungo hitter, no throws; stretch coach at third
main muscle groups
5:40–5:45 Coaches’ Introduce and define team • Importance of
comments strengths; reiterate season plans; preparing for oppo-
remind players of relaxation drills; nents
review the concept of team goals • Evaluate correla-
and formation of same by prac- tion of team’s tech-
tice #9 nical skill and team
tactical approach
practice
tice
229
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Practice 8
Date:
Tuesday, March 21
3:20 p.m.
Practice Length:
2 hours, 10 minutes
Objectives:
• Increase tactical skills at all positions.
• Continue to practice gamelike situations with situational hitting in BP and create running
situations at the same time.
• Emphasize the importance of not playing the opposition but instead concentrating on get-
ting outs.
• Begin preparation of the first game plan.
Key Teaching
and team building announcements; motivate • Teamwork
players
flexibility • Slow movements
• Good form
3:40–3:50 Conditioning 1-mile timed run • Proper running • Baserunning,
form page 42
3:51–4:00 Throwing and Four corners—drill to practice • Proper form • Throwing, page 56
catching throwing using multiple balls • Quick footwork • Catching a Throw,
• Focus and concen- page 84
tration
4:00–4:10 Everyday Drills for Catcher Partner Drill as out- • Review blocking • Catching, page 96
Catchers lined in “Everyday Drills for • Bunts
Catchers” • Signals
• Passed balls with
flip toss
4:00–4:10 Everyday Drills for Pitcher Four-Zone Drill as • Location and • Pitching, page 91
Pitchers outlined in “Everyday Drills for speed in each
Pitchers” zone
4:00–4:10 Everyday Drills for Infield Defensive Drill as • Quick feet • Infield Throws,
Infielders outlined in “Everyday Drills • Quick transfer to page 61
for Infielders”; focus on chal- throw • Fielding Balls on
lenging plays such as slow • Proper footwork the Forehand or
rollers, balls in the hole and • Communication Backhand Side,
backhands page 67
• Fielding Ground
page 72
Responsibilities,
page 170
230
Practice 8
Key Teaching
4:00–4:10 Everyday Drills for Outfield Defensive Drill as • Hustle • Throwing, page 56
Outfielders outlined in “Everyday Drills • Proper footwork • Fielding Balls on
for Outfielders”; focus on long • First three steps the Forehand or
runs and long reaches hard and fast Backhand Side,
• Angles and getting page 67
to the ball • Fielding Ground
Balls in the Out-
field, page 78
Responsibilities,
page 176
4:10-4:15 Throwing Gamelike drill to practice • Hard first steps • Baserunning,
throwing out a runner; focus • Good sliding form page 42
on steals to second and slid- • Catchers throw to • Bent-Leg Slide,
ing into second second on steal page 47
attempt • Pop-Up Slide,
page 49
• Headfirst Slide,
page 51
• Stealing a Base,
page 136
4:15–5:00 Playing defense Gamelike drill to practice play- • Team works • Throwing, page 56
ing defense; coach hits vari- together to stay • Fielding Ground
ous ground balls, line drives, positive and con- Balls in the Infield,
bunts and fly balls to put play- fident page 72
ers in pressure situations • Getting outs • Fielding Ground
Balls in the Out-
field, page 78
• Catching a Throw,
page 84
• Catching Fly Balls,
page 87
5:00–5:20 Battery practice Pitchers in game setting; run- • Pitchers work on • Pitching, page 91
ners on base work on getting rhythm
jumps to second and aggres-
sive running strategies
5:20–5:25 Cool-down Sprints from first to third; • Looking in to plate
stretches after third step
5:25–5:30 Coaches’ Discuss positive aspects of • Progress made
comments and practice, review season and during the week;
team building game plans point out positives
from the day
5:30–5:40 Coaches’ meeting Meet in coach’s office • Assess the day’s
practice
tice
• Review season
checklist
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Part V
Game
Coaching
You can plan and practice all day long. But if your team does not perform to the
best of its ability during your games, what good has all that planning done for
you? Part V help you prepare for game situations.
Chapter 9 teaches you how to prepare long before the first game, including
issues such as communication, scouting your opponent and creating your game
plan. Chapter 10 teaches you how to be ready to make decisions during and after
the game, such as how to deal with removing pitchers, making substitutions and
setting a batting order.
After all the preparation that you have done, game day is when it really becomes
exciting, especially if you and your team are ready for the challenge.
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chapter
9
Preparing for
Games
The performance of a softball team on game day reflects its preparation. A well-
prepared team will be fundamentally sound, organized and efficient. The team
will open the game with a strong attack and handle crucial situations effectively
because the players have rehearsed relevant skills. Following are the areas that
you should consider when preparing yourself and your team for a game.
Communication
As a coach, you must communicate well at many levels—with players, team cap-
tains, coaching staff, school and community officials, parents, game officials and
the media. You must be aware of your nonverbal communication because it can
be just as powerful as what you say out loud.
Players
When you communicate well, you engage your players in the learning process.
When players become partners and have a stake in their own development, you
become a facilitator, not merely a teacher. The players’ participation in the learn-
ing process is the key to the games approach and what makes it such a valuable
approach to coaching. Although shaping, focusing and enhancing play is difficult,
it is ultimately more rewarding because it allows players to take ownership of
their development.
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Team Expectations
• Exhibit the positive attitude of a team player. Be a team player. Never do anything
that could destroy team morale.
• Conduct yourself with honor, dignity, humility and graciousness. Be humble in
victory and gracious in defeat.
• Try to reach your potential consistently and set challenging goals for yourself
each day, each week and each month of the season.
• Be on time for team meetings, practices, transportation departures and other
team-related activities.
• Be at practice every day.
• Exhibit passion for the game and work hard each day.
• Commit yourself to the idea that we will be the hardest working team in the state.
• Respect fellow players, equipment, the game and yourself by having pride in our
school, our team and your appearance.
• Be respectful to umpires, opposing players, coaches, fans and other field person-
nel at all times.
• Accept adversity and deal with it positively.
• Be able to accept criticism and practice self-discipline.
• Understand that no player is guaranteed playing time. The coaching staff will
decide on playing time based on established criteria.
• Understand that everything that the coaching staff does has a purpose—to make
the team better!
• Adhere to the school athletic code and all league, district and state policies and
procedures.
• Prepare yourself mentally for each game. Focus only on the game or practice
after you reach the field.
Before the season starts you should prepare a list of expectations that outlines
the policies that you expect players to follow. The term expectations is preferable
to the term rules, which conveys a sense of rigidity. The term expectations also
communicates to players that they are responsible for living up to them. “Team
Expectations” provides a list of basic expectations that you can adjust or expand
to fit your own circumstances.
The coaching staff must reinforce expectations daily so that they become second
nature to the team. Any breaches of discipline that arise should be handled imme-
diately and evenhandedly. You must treat all players alike, starters no differently
than subs. Finally, you should make sure that your list of expectations covers any
exigency that may occur in your local situation.
Provide captains with opportunities to speak up during team meetings, because
this kind of exchange can help teammates gain confidence in them. Keep captains
informed on team issues, but do not put them in the situation where they have
to keep secrets from their teammates. Captains are leaders, but they are also
teammates. Respect the privacy of all players and do not put the captains in an
awkward position.
Preparing for Games 237
Coach–Captain Communication
Team captains are a liaison between the coaching staff and team, and you can use
them for added support when communicating with the team. In choosing captains,
you should select players whom you trust and who have the respect of the other play-
ers on the team. Following are a few questions that you can ask of your team to help
determine the best players for the job:
• Who on the team works the hardest in practice?

• Who on the team do you think is the most consistent player?
• Who on the team has helped you through a bad day on the field?
• Who on the team do you think has the best attitude?
After choosing captains, you should communicate with them positively and con-
sistently to help them be committed and supportive of your decisions. You can then
use your captains to reinforce messages that you wish to send to the other players.
Captains are often better able to get a message to their peers than you are as a coach.
Regular meetings with your captains will encourage them to open up lines of commu-
nication that can be extremely helpful to you. You can use captains to get a read on the
mood, motivation or concerns that the team may be experiencing. Coaches view things
differently than their players do. Captains are the best way to gauge where a team is
and what they are experiencing.
Parents
Before the season begins, you should schedule a preseason meeting with the
parents of all team members. A few weeks before the season begins, you should
mail a letter or send an e-mail to the homes of players to invite the parents to this
meeting (see figure 9.1 on page 238 for a sample invitation). This personal touch
will pique the interest of parents and make them feel valuable to the program.
A special invitation letter should go to the superintendent, the principal and the
athletic director, who should be present to explain school policies, athletic codes
and general school issues.
You can prepare a simple agenda for this meeting and follow it to keep the
meeting on track and to convey to parents a sense of your organizational ability.
Besides setting an agenda, you should prepare and distribute a team manual and,
in it, you should provide information on the team’s philosophy, goals and season
plan and outline the roles and responsibilities of parents, players and coaches (see
“Team Roles and Responsibilities” on page 239).
Coaching Staff
Coaches need to communicate well with their assistant coaches and other team
personnel. Each season, you should hold a formal preseason meeting with your
coaching staff to outline expectations. Discuss your coaching philosophy and spe-
cific techniques that you will emphasize, especially if changes have occurred from
the previous year or if new members have joined the staff. You should be clear
on the roles and responsibilities of each staff member, including how to handle
breaches of discipline and how to deal with parents. Additionally, you will want
to make sure that all the coaches know what responsibilities they will oversee or
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Figure 9.1 Sample Preseason Meeting Invitation
Date:________________________________
TO: Parents of Prospective Players

RE: Preseason Meeting
The coaching staff cordially invites you to be our guest at a preseason orientation meeting that will be
held on ___________________________, 20_____ at _____________________________________________.

date location and time
This informal meeting will give us an opportunity to share common concerns—our expectations for your
daughter, what you may expect from us during the upcoming season and what we expect from you.
Please let me know if you will be able to attend by completing the bottom portion of this letter and
returning it to school with your daughter. We look forward to meeting with you and promise to keep the
meeting brief.
Sincerely,
___________________________________________
Name
___________________________________________
Title
✂- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - -
Parent’s or guardian’s name: _______________________________________________
Athlete’s name: ___________________________________________________________
❑ Yes, I am planning to attend the preseason meeting
❑ No, I cannot attend the preseason meeting
Comments: _________________________________________________________________________________
_ ___________________________________________________________________________________________
_ ___________________________________________________________________________________________
238
Team Roles and Responsibilities
Coach’s Roles
• To teach, encourage and motivate
• To be patient and enthusiastic
• To be positive, fair and consistent with players
• To set a good example for players and fans
• To use care in making all player-related decisions
• To conduct daily organized practice sessions in a safe environment
• To establish and keep channels of communication open with players and parents
• To make sure that players know expectations, procedures, policies and other
requirements
• To provide updated game schedules throughout the season
• To help athletes set goals for themselves and the team
Parent’s Roles
• To be positive and to support all team members
• To respect the decisions of the officials and coaches
• To respect the opponent’s fans, coaches and players
• To contact the coach through agreed-upon athletic department procedures at the
appropriate time and place—not on game day
• To understand that the coaching staff is concerned with making all players not
only better athletes but also better people, a concern that may take precedence
over winning
• To not criticize a coach or team member with destructive comments during a
game
Player’s Roles
• To exhibit good character both on and off the field, which includes being positive,
having a good attitude, being respectful, being open to discipline, being honest,
displaying good sporting behavior and being resilient
• To work and play hard
• To be a team player by understanding your role on the team
• To challenge yourself daily by going beyond what is expected
• To know and follow team and scholastic expectation
• To communicate with the coaching staff regarding any conflict or misunder-
standing of expectations
• To be at practice every day or to notify the coach in advance of any conflicts
• To show pride
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contribute to on the field. Ideally, all coaches will speak with the same terms or
language so that the athletes receive a consistent message. The more similar the
coaches are in terms of teaching methods, verbiage and mechanics, the more uni-
fied the message to the athletes will be.
Game Officials
Umpires are an important part of the game and must be treated as such. How a
coach communicates with the umpires can send a huge message to the team. If
coaches are disrespectful of umpires, players will think that they can react in the
same way. When questioning a ruling, you should approach the official respect-
fully and attempt to communicate with the umpire face to face in a calm manner
rather than yell from the dugout.
Community and Media

Involvement with the community and the media demands that you be a good
communicator. You should be accommodating to the press and instruct players
on tactics for talking to the media. Players need to understand that the role of the
media may come in conflict with the goals and expectations of the team. Players
should respectfully answer questions that deal with games, but they should defer
questions about philosophy or game management to the coaching staff. Players
must also be careful not to say anything derogatory about an opponent that might
find its way onto an opponent’s locker room bulletin board.
Scouting an Opponent
An essential step in preparing for games is to scout the opponent thoroughly and
gain information about the opponent to eliminate the element of surprise from
the game equation. Good scouting can help you with your practice plan in the
days or week before a game and can make practices more engaging if you make
players aware of the reasons why certain plays might be successful against an
upcoming opponent.
Preparing to Scout
Scouting is less prevalent in high school softball than it is in some other sports,
and coaches are often unable to scout all opponents because of scheduling conflicts
and time constraints. Unlike teams in sports that play only one or two games a
week, softball teams often play at least three games per week, making it difficult
for a small coaching staff to do it all.
You can transform the liability of a small staff into an asset if you are willing
to use parents or other volunteers as scouts. This approach helps make parents
feel as though they are part of the team, perhaps enhancing the coach–parent
relationship.
If scouting a team beforehand is not possible, a comprehensive record of the
opponent’s last contest can be extremely helpful. Alternatively, you can prepare
much earlier and try to scout players who play in local summer leagues. Another
effective approach is to watch an opponent during their pregame warm-up and
observe their tendencies.
Preparing for Games 241
Scouting Report
Useful scouting includes information about the upcoming opponent such as the
following: Are they aggressive on the bases? Do they like to bunt or steal? Do they
like to get ahead with breaking pitches or fastballs? Does the opponent use any trick
plays? You can use a scouting form to help you gather this kind of information.
Following is a list of important information that you should know about an
upcoming opponent.
Defense
• What are the pitcher’s strengths (What pitches does she throw? What is her
best pitch? Does she throw a change-up?)
• Pitcher’s weakness (Does she give up runs early? Does she tire late in the
game?)
• What is the catcher’s arm strength?
• How does the team defend against the short game, sacrifice, slap, squeeze
and so on?
• How does the team defend the first-and-third situation?
• Which defensive players have the strongest arms?
• Does the team have any defensive weakness that can be exploited?
Offense
• Who is their fastest player? Which player has the most steals?
• Who has the most home runs?
• Who has the most RBIs?
• Who has the most strikeouts?
• Who walks the most?
• Does the team use the slap or push bunt?
• How many lefty slappers are in the lineup?
• In what innings do they score most of their runs?
• Do they like to run any trick offensive plays?
Developing a Game Plan

Although the methods that you use to scout your opponent, as we learned previ-
ously, are important, how you relate the information to your team is even more
critical. Thus, after completing and analyzing the scouting report, the coaching
staff must begin the process of developing a game plan for the opponent. The
game plan, simply put, identifies the particular strategies that you have chosen to
give your team the best chance for success against the schemes that the opponent
uses. You formulate a game plan by carefully considering the scouting report, your
overall strategy and your team’s offensive and defensive capabilities. Your game
plan should be specific to the opponent that you are playing and should be based
on the overall strategy that you have established for the season.
The game plan should be clear and simple. It is often just a one-page listing of
three or four plays for the offense, one to four important defensive tactics and any
special situations that are apt to arise in the game and how you will play them.
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At practice the day before the game, you should simulate your opponent’s offense
and defense in gamelike situations so that your team knows your game plan.
Besides developing the game plan, coaches also need to set up a practice plan
for the days leading up to the game, based on the scouting report from the oppo-
nent and the team’s mental and physical state. Practices may be set up to focus
on different parts of the game, or they may be set up to have varying degrees of
difficulty. Light, medium and hard workouts can be combined to peak your team
at different times during the season. Drills that focus on technical skills need to be
combined with drills or situations that focus on the game plan or tactical skills.
Controlling a Team’s Performance

In preparing a game plan, you need to remind players that they can manage only
their own play and that they have no control over the officials, the fans and the
way that the other team plays. But as the coach, you can control some things in
the performance arena, particularly the game routine. Established routines, such
as pregame meetings and warm-ups, help players relax before competition.
Pregame Meeting
The pregame meeting, which should take place before the warm-up to embed the
players’ focus for the day, should emphasize the points worked on in practice and
meaningful items from the scouting report. You need to tell players beforehand
the uniform of the day and when they need to arrive at the field.
Also, for home games, you should address postgame and pregame field prepa-
ration responsibilities. Because most teams do not have grounds crews to do the
work for them, items such as who puts in the bases, who lines the field and who
rakes before and after the game should be spelled out, using a simple field main-
tenance checklist as shown in figure 9.2.
Pregame Warm-Up
The pregame warm-up should do more than just loosen up your players’ arms and
prepare their muscles for activity. It should touch on all basic plays and techniques
that your team might use in a game. Make sure that all players, both starters and
reserves, are prepared for the types of balls that will be hit to them and the types
of throws that they may need to make during the game. You will not be able to
cover everything in a pregame warm-up, but creating a routine is important. You
should be sure that players at each position have time to warm up based on their
specific needs. A well-organized and structured warm-up will give your athletes a
sense of consistency and confidence before the pressures of the game take over.
Team Building and Motivation

Softball is a team game. A malfunction by any part of the whole can destroy the
rhythm of the entire team. You should therefore spend quality time each day
motivating players to behave as a team.
One method is to include some fun elements during practice sessions. For
example, after practice on one day of the week, you can conduct a nonsoftball
Figure 9.2 Field Maintenance Checklist
Game: ______________________________________ Date: _______________________
Stow and plug bases __________ __________ __________
Sweep home dugout __________ __________ __________
Sweep visitor dugout __________ __________ __________
Empty trash __________ __________ __________
Put equipment in storage closet __________ __________ __________
Rake mound __________ __________ __________
Tamp mound __________ __________ __________
Rake bullpens __________ __________ __________
Rake batter’s box __________ __________ __________
Police warning track __________ __________ __________
Rake first-base line __________ __________ __________
Rake third-base line __________ __________ __________
Line field __________ __________ __________
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activity such as going to a movie or out to dinner as a team. You can make prac-
tices fun by incorporating games to stimulate players, or you can allow players to
plan activities for a parents’ day. You may want to think about pairing returning
players with new players during the first week of practice; this approach will help
the rookies learn the drills and routine more easily and help them gain confidence.
Instilling a sense of pride in the players and making them feel a part of the process
give them self-esteem. Rewarding the whole team every once in a while can be
effective, especially after a difficult week of practice. These special activities help
build camaraderie. You should also use daily practices to motivate players. Don’t
wait until the pregame pep talk to do your motivating. Rah-rah talks and “Win
one for the Gipper” speeches are rarely effective.
Another area in which you should play a direct role is setting individual and team
goals. Tell players in advance that you expect them to write out their personal and
team goals before the end of the first week of practice. To give players a concrete
focus for their goals, you should create and distribute a simple fill-in-the-blanks
form with space to list individual and team goals. But you cannot expect players
to formulate realistic goals without assistance. You should spend a few minutes
explaining the characteristics of goals—that they should provide direction, be
specific, aim high but be achievable and be measureable. After players submit
their goals, you should discuss them individually with the players.
Make it clear that the team is always emphasized above the individual when
talking about goals. Individual goals help athletes contribute to team goals and
therefore have value. You should never single out individual players as being more
important than others to achieving team goals; doing so can lead to animosity and
destroy team unity. Every athlete contributes to the team in different ways. Your
bench players need to feel valued even if they do not get to contribute on the field
as often as others do. Try to develop in team members the belief that they have
ownership and that their individual efforts count.
chapter
10
During and
After the Game
You, your staff and your players need to know what will happen before, during and
after a game. All must know what their individual responsibilities are to ensure
your best possible chance for success. Preparation is important for both athletes
and coaches, and having a good understanding of what will happen on a game
day will help in that preparation. Sit down with your entire staff and discuss the
priorities of the areas covered in this chapter. In addition, you may have other
areas specific to your program or team that you need to address.
Before the Game

On a game day, the coach needs to be prepared in several areas. These are the
starting lineup, the batting order, field inspection and the pregame warm-up.
Lineup
Your first tactical move of the game is to create a lineup. Many factors pertain
to this task. You need to consider not only the athletes on your team but also the
opposing team and their strengths. Another key to creating a winning lineup is
assembling the combination of players on your team who will work best on the
field as a unit. The more thought and time you put into the lineup, the easier it
will be for your team to support your decision.
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In softball we have the luxury of using a DH or DP, depending on the rules

that you play under. The lineup will also include the starting nine defensive play-
ers and the batting order for the starting players. All other players will serve as
substitutes and can have specific roles to fill for the team during the game. Every
player should understand her role and how she might be expected to contribute
to the team’s success.
When you begin creating your lineup, ask yourself the following list of
questions:
• Who will be the starting pitcher in this game?
• Who is in relief?
• Who is the best catcher to catch that pitcher?
• Who is the best defensive player at each of the other seven positions?
• Without looking at the defensive players, who are the best nine offensive
players?
• Do I focus more on offense or more on defense in this game?
• Will this be a close, low-scoring ball game or a high-scoring game? If the
game will be a close, low-scoring game, then focus your lineup on defense
to limit your opponent’s offense. If it will be a high-scoring game, then focus
on an offensive lineup to increase your chances of scoring more runs.
• Depending on the DH or DP rules, who will be able to be in that position?
• If I do not need to use the DH or DP spot offensively, will I need the DH or
DP position if the relief pitcher enters the game? If the answer is yes, then
you must make a plan based on the substitution rules of your association.
After you have answered the preceding questions you are ready to start making
out your lineup and evaluating your substitutes’ roles. Use any knowledge that
you have about your opponent when finalizing your starting lineup and consider
how you can use your subs. As a rule it is best to put your best offensive team in
the starting lineup without sacrificing defensive play. Use all the information that
you have to put the team on the field that will perform best as a unit and under
the pressure of a game.
Batting Order
After finalizing your defensive starters you need to figure how to put them in
the batting order that maximizes your scoring opportunities. You can choose
from among several strategies. Depending on your team’s offensive strengths and
weaknesses you will need to formulate a plan and strategy for the lineup card.
Evaluating performances in recent games can help you make educated decisions
about the lineup. You may want to plug in a few key players in the batting order
first rather than go down the list sequentially. For example, you may choose to
fill in the number 3 and 4 hitters first because your biggest RBI producers should
fill those slots. Listed here are some basics about the batting order that you can
use to start making decisions.
• 1st (leadoff)—speed, high on-base percentage, has a good eye and is selec-
tive with pitches
• 2nd—bat control and good bunting ability, as well as strengths similar to
those of the leadoff hitter; possibly a slapper to advance runners
During and After the Game 247
• 3rd—generally your most consistent hitter, clutch with runners on base,

many RBIs
• 4th—also a strong RBI hitter, may be more of a power hitter but not
always
• 5th—generally the next highest RBI player and someone who can protect
the 4th hitter
• 6th and 7th—strongest hitters remaining among the last four
• 8th—generally the weakest hitter in your lineup
• 9th—good to great speed, good on-base percentage
Field Inspection
Before the game starts, you should inspect the playing area for any problem areas.
Players’ safety is paramount, and any areas of danger should be addressed with
officials before game time. In addition, if you take time to inspect the field you can
inform your athletes about specific playing-area issues that may affect the ball or
the game. Knowing as much as possible about the playing area helps teams react
appropriately during the game.
Field Openings
Most fields are not completely enclosed and have areas that are out of play. All
players should know where those openings are so that they know where balls could
leave the field of play and result in extra bases for the offense. If you are playing
on an unfamiliar field, players should use the time before the game to look for
areas of concern. Examples of a few places to observe and point out are dugouts,
sidelines or holes in fences.
Outfield
Outfield fences vary in construction type and distance from home plate, so you
and your players should learn a few things about the fence at the facility where
you are playing. Here are some questions that you should answer:
• What is the distance to the outfield fences down the lines and to center field?
This information is important when your team sets up to work a relay from
the outfield fence. Your outfielders should always make the longer throw, so
your infielders need to know the outfield fence distances to set up correctly.
Offensively, you will want to know whether the outfield alleys are extra deep
so that your team can consider taking extra bases on balls hit in the gap.
• Can the ball get through any holes in the outfield fence? Outfielders should
know where the ball may leave the field of play.
• Is the fence permanent, or is it a breakaway, or safety, fence? Outfielders
can use this information to decide how they will approach or play the ball
off the fence. A breakaway fence will give way if an athlete crashes into it.
For a permanent fence, the outfielders will have to figure out how best to
use the fence when trying to catch a ball that is hit just over it.
• How will the ball react when it hits the fence? Some fields have plywood signs
or panels that cause the ball to ricochet significantly; others are a loose chain
link that will cause the ball to die and fall straight down. Poles or angles on
the fence may deflect the ball in unpredictable directions.
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• Does the outfield have a sideline fence? A sideline fence can alter how the
outfielders back up throws from the infield. Additionally, the type and style
of fence can alter the path of fair balls that travel down the fence line, so
outfielders should be aware of that issue before the game starts.
• Is a warning track present? If so, how many steps can the athletes take at full
speed before they make contact with the fence? The purpose of a warning
track is to give the outfielders an indication that they are approaching the
fence. Teach your athletes to be aware of changes in the surface. Outfielders
should practice approaching the outfield fence at full speed and count the
number of steps that they can take before they would run into the fence.
Pitching Area
The pitcher’s mound can vary considerably from field to field. Obviously, pitchers
cannot change the pitching area, but by examining the mound they may learn what
adjustments they need to make during the game. They should check the surface to
see whether it is solid and stable. The accuracy of the pitching distance is another
often overlooked issue. Large holes or muddy areas can be extremely difficult for
a pitcher to deal with. Inspection can help limit those issues.
Batter’s Box
Batter’s boxes may be worn or overused. Large holes in the right-handed batter’s
box may affect a runner who is sliding into the plate. Check the dimensions of
the batter’s box to make sure that your team is not disadvantaged. Although the
dimensions will be the same for both teams, a team that is prepared and aware
of the field conditions may gain an advantage.
Playing Area
There are many different types of infield dirt. Different infield surfaces will cause
the ball to react differently. Some are considered fast, others slow. The surface can
affect the signals that you use or how you will play the short game. Defensively,
the team must know how the ball will react. For this reason, you should be sure
that the infielders get some ground balls on the infield before game time.
Finally, address any safety issues with the officials (watering boxes, sprinkler
heads, muddy areas, holes and so on). Also, note whether any obstructions are
present overhead. Trees, wires or structures over the field of play might be a factor
for your athletes in catching fly balls.
Backstop
Most backstops are made of some kind of fencing or chain link. Some backstops
have concrete, wood, brick or block walls as part of the structure as well. Catch-
ers should be aware of these features so that they can predict how the ball will
react. On passed balls or overthrows that hit the backstop, the ball may react
in different ways. Concrete, block, brick or wood backstops can create a fast
rebound that can shoot past the catcher. Other types of backstops may have
poles or structures that will cause the ball to ricochet at odd angles. During the
warm-up for a game, coaches should have their catchers stand at home plate
and throw several types of balls into the backstop so that they will know how to
react during the game. Catchers should also know how far or how many steps it
is from their position to the backstop. Knowing the distance from her position
to the backstop can help the catcher when she is going after a pop fly and is not
able to see the backstop.
Pregame Warm-Up
At the beginning of the season you should establish a warm-up routine that you will
use before each game. The pregame warm-up will not only get the team warmed
up but also create a consistent routine for your players for the entire season. Rou-
tines help create confidence in your players. They know what to expect, and they
become comfortable with how things happen. Although creating routines is helpful
for your players, they should learn not to rely on routines to gain confidence.
Following are types of activities that you should include in your pregame
warm-up:
Team Stretching
• Light jogging before beginning a stretching session
• Instruction on proper stretching techniques
• Led by an assistant coach, strength coach or team captains
Offense
• Batting practice for pitchers and catchers (hitting first so that they can begin
their pitching warm-up)
• Warm-up dry swings for all players
• Hitting off batting tees, a machine or a live batting-practice pitcher
• Side-toss hitting drills
• A game of pepper to warm up players’ hand–eye coordination
• Players throwing balls for practice bunting
Throwing
• Warm-up throwing drills for all players with specific numbers of reps
• Specific throws for position players to warm up all throwing needs before
the game (i.e., long throws for outfielders, steal throws for catchers, warm-up
tosses and short, quick throws for infielders)
Defense
• Footwork practice and running catches for outfielders
• Fielding technique practice and glove work for infielders
• Fly-ball practice for outfielders
• Ground-ball practice for infielders
During the Game

Coaches can make tactical decisions during a game, but most decisions happen on
the field. The games of baseball and softball are similar in that the tactical decisions
generally occur in a few areas—defensive alignment, offensive strategy through
signals and the pitching approach. Baseball and softball are quite different from
sports that use a game clock and flow from offense to defense without changes in
personnel. The areas listed earlier are the specific areas where coaches can make
some tactical decisions. Much of the game of softball is about reacting to your
opponent, so having dynamic tactical influence during actual play is extremely
difficult. Coaches must make tactical changes on defense or offense when the ball
is dead. When tactical changes need to be made, the best approach is often to call
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a time-out to make sure that the players are all on the same page. Minor tactical
changes such as moving defensive players, calling pitches, shifting outfielders or
prioritizing specific runners can happen between pitches without calling a time-
out. The ability to adjust and read the game as it develops is a critical application
of the tactical triangle, which was detailed earlier in this book on page 5.
The three-step tactical triangle approach to analyzing a game situation creates
a blueprint for you and your players to follow in making decisions during a game.
While the game is in progress, you must accurately read the cues presented, apply
technical and tactical knowledge on the spot, adjust the game plan accordingly
and make decisions immediately. The logical format of the triangle helps you slow
the speed of the game and apply organized, logical thinking to any situation. The
following sections show how to apply the tactical triangle to several key situations
that commonly occur during games.
Time-Outs
Coaches need to know several strategies for calling time-outs so that they can use
them to their advantage.
To start, coaches need to know the time-out limitations under the game rules.
You can clarify this in the pregame meeting with the umpire if you have a ques-
tion. Coaches are typically allowed a limited number of time-outs per inning or
per game. After you know how many time-outs you can use and how often you
can call them, you can choose how best to use them—as informative time-outs or
as time-outs to break the momentum of the game.
When you call a time-out to relay information to the team, you should be ready
to communicate a clear, concise message. Although not every player on the field
needs to be involved in a time-out, make sure that the players who need to be in
the meeting are present. Some common things to discuss during an informative
time-out are the following:
• The strategy for the upcoming situation
• The type of pitches that you would like to see thrown
• Specific trick plays or adjustments to the game plan that you want to
make
• Reminders to players of situations and their choices
Time-outs can also be used to break momentum, refocus energy or calm ath-
letes down. As you view the game from the sidelines, you will note many apparent
momentum swings. Encourage players to handle these situations on the field so
that they learn to play the game mentally and physically, but be ready to use a
time-out to regroup in a pivotal situation.
In these types of meetings, how you communicate is more important than what
you communicate. Calm, confident and positive language and body language will
go a long way in alleviating the situation. Making eye contact with an athlete helps
bring her focus back to the present and can give you an idea of where she is and
whether you need to make a change. Keeping the mood light and using humor can
often be a good way to redirect negative energy. Sometimes these kinds of time-outs
can be used to break an opponent’s momentum as well. To keep a situation from
getting out of hand, you may choose to stop play. Momentum changes occur many
times during a game, and a time-out can be one way to effect a change. Time-outs
can also create additional pressure on the opponent. These types of time-outs can
be called by field captains or leaders just as easily as by coaches. Ideally, you can
teach your leaders to sense these opportunities and call time so that you do not
have to burn one of your limited time-outs.
Substitutions
Making substitutions during the game is a major responsibility for the head coach.
You need to be thinking constantly about how you can use the players on your
bench to win the ball game. When to make changes can be as important as whom
to change. For that reason you should have a game plan for your substitutes. When
will you pinch hit, pinch run, make defensive changes? Most important, when will
you make a pitching change? These questions plague every coach. You can reduce
the pressure by preparing before the game. Create a list of situations that may
come up during a game and the ideal options to use as you make substitutions.
Handling substitutes is not only about making changes but also about keep-
ing track of the substitutions that you have made. You should create a consistent
system to keep track of these changes. Some coaches like to have a lineup card or
cheat sheet in their pocket. Others like to use dugout cards to keep the informa-
tion straight. One of the most frustrating situations for a coach is forgetting or
losing track of which subs are eligible to go into the game. Lost opportunities can
be exasperating for both coaches and players. Bench players will learn to trust the
coach’s decisions when consistent utilization of subs occurs.
Basic substitution rules allow the starters to leave the game once and then return
to the game once (reentry rule). Bench players, on the other hand, are allowed to
enter the game, but after they leave the game they are not eligible to reenter. Here
are some key ways to use bench players:
Pinch runners
• Use speedy runners who are faster than a current base runner.
• Use them when they can affect the outcome of the game.
• Be careful about using pinch runners early in the game.
• Be willing to lose that player for any other role for the remainder of the
game.
Pinch hitters
• Use pinch hitters when they can affect the outcome of the game.
• Use a hitter’s strength against specific types of pitching.
• Get extra at bats for hitters when the game is one sided.
• Pinch hit for starters who have been unsuccessful in the game.
Defensive specialists
• Use players on the bench who can be more consistent or stronger on defense
than one of the starters.
• Use these players later in the game when your team is ahead and offensive
production is less important.
Relief pitchers
• Designate which pitchers are in relief before the game so that they can
prepare.
• Give relief pitchers as much warning as possible before making the
switch.
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• Make changes when the starter has lost her control or ability to get hitters
out.
• Make changes when the defense has been struggling to make plays and the
team needs a strikeout.
Game Plan
Coaches have a big responsibility in implementing the offensive game plan. You
should establish a game plan before the game using information about your team’s
ability and the opponent’s style of play. You will need to make many adjustments
to the game plan during the game. When a good game plan is not working, you
might need to make adjustments without completely abandoning the plan. At
other times, you may need to implement a completely new strategy. In any case
you must communicate with the team about changes to the game plan. Players
need to be committed to the plan for it to be effective and successful, and they will
feed off your confidence in regard to the game plan. Give the game plan a chance
to succeed but do not be afraid to adjust or alter your plan if it is not working.
Offensively, coaches need to be observant of their hitters and be ready to relay
information about making adjustments. The time to teach mechanics is not during
the game, but the game is the best time to teach the art of making adjustments.
Hitting is a game of adjustments, and many players become so concerned with
their failures that they do not consider making adjustments. One of the best times
for a hitter to learn about what a pitcher does well or does not do well is to watch
her teammates’ at bats. Hitters need to learn how to gather information from the
hitters who go before them.
Coaches can educate hitters about pitchers’ tendencies. Hitters can then start
making adjustments that will help them succeed. Helping athletes adjust to the
pitcher can pay huge dividends. Many failures of a hitter may relate more to how
a pitcher is throwing to her than to a flaw in her hitting mechanics. Pitchers tend
to use a consistent pitch to get hitters out.
Observing an opponent’s defensive weakness during the game can create an
opportunity to score later. Be aware of defensive tendencies and figure out how
to take advantage of them. Sometimes adjustments need to be made to the game
plan based on what the defense or pitchers are giving your team to work with.
This cat-and-mouse game is part of what makes softball a fun game to coach.
After the Game

After the last play of the game, the coach’s job does not end. Areas to be prepared
for after the game include good sporting behavior, the postgame routine, the
coaches’ meeting and the postgame meeting.
Good Sporting Behavior

Win or lose, coaches need to send the right message to their athletes. You must
keep your interaction with the officials, opposing coaches and opposing players
courteous even if emotional situations occurred during the game. Learn to let go
of issues that happened during the game quickly. Many things are said or done in
the heat of competition, and nothing will be gained by overreacting.
During the postgame handshake, when tension is high, rely on common courtesy
and keep interaction to a minimum. A simple handshake and saying, “Good job”
is sufficient; nothing more needs to be done. In the heat of the moment, further
comments can be seen as provocative or patronizing.
The same policy is best with the officials. Even when the officiating was not to
the standard that you would have liked, a simple handshake and a thank-you will
be the best action to take. Competition can create intense emotions, and coaches
need to set the example for athletes and fans.
Postgame Routine
Coaches need to create a consistent postgame routine that the athletes under-
stand. The routine may be different for home games versus away games, but a
postgame routine for each situation should be established. A routine after each
game will help make life easier for parents, players and coaches. When players
know exactly what to expect and when they will have a chance to see parents and
friends, confusion and anxiety will be lessened.
The first task is to develop a list of items that need to be accomplished after
the game and then prioritize how and when they will be executed. Here is a list of
common types of things that need to happen in the postgame routine. Note that
some items may not be relevant to all teams.
• Give a postgame cheer for the opposing team. This item will vary greatly with
the level of play and the age of the athletes, but at the very least a simple oral
acknowledgement or a clap should occur before the postgame handshake.
• Courteously shake hands with the opposing team.
• Take care of officials’ and opposing team’s needs.
• Pick up equipment.
• Break down the press box and scorer’s table.
• Rake out the field, batter’s box, pitcher’s mound, bullpens and batting cages.
• Clean and sweep the dugouts.
• Ice injuries.
• Do media interviews.
Coaches must be consistent with the expectations of all players. You may decide
to allow a designated time after the game when players may visit with fans, friends
and parents before they take care of the postgame routine. This approach is gener-
ally a good idea because it keeps parents and friends from standing around waiting
for players to be released. After this designated time, all players should complete
their postgame routine responsibilities. You can assign these responsibilities each
game or for the entire year.
During the completion of postgame routine items, players should have some
type of cool-down or postgame stretch. This cool-down does not need to be lengthy,
but it will help give the athletes time to unwind from the tension of the game.
Coaches’ Meeting
Coaches may want to meet with their staff and assistant coaches while players
are meeting with family, completing routines or stretching. You can use this
meeting to debrief and prioritize the key points that you want to stress during the
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postgame meeting with your players. Assistant coaches are a great resource, and
their view of things can sometimes make a big difference when evaluating game
issues. During the game some coaches keep a list of mistakes or key issues that
they want to talk about at the end of the game. Writing things down ensures that
they will not be forgotten or overlooked.
Postgame Meeting
The postgame meeting, or debriefing, is a great opportunity for the coach to have
an effect on players’ learning. Postgame talks should remain fairly consistent
regardless of the outcome of the game.
Logistically, you can do several things to ensure a good meeting and the atten-
tiveness of the athletes. Make sure to communicate your expectations for these
meetings. All athletes should sit so that they can make eye contact with coaches;
players should not be using this time to change shoes or ice down, for example.
All eyes should be up and not looking at the grass.
When covering topics during the postgame meeting, only one person should
speak at a time. You should try to cover all necessary topics, including the
following:
• Acknowledge and discuss team mistakes and missed opportunities.
• Avoid singling out individual players, but talk about specific situations
that happened.
• Use the list that you created during the game.
• Talk about what should have happened or what needs to happen.
• Include a constructive comment with every mistake noted so that athletes
can learn.
• Acknowledge and discuss positive team play and adjustments made.
• Note good executions.
• Mention improvements from previous games.
• Note effective adjustments that players made to the opposing pitcher.
• Evaluate execution of the game plan.
• Acknowledge contributions by team members, large or small.
• Include a team exercise.
• Ask for feedback and observations from team members.
• Encourage team members to talk about what they experienced during the
game and how they felt in certain situations, good or bad.
• Discuss taking responsibility for failures without pointing the finger at
others.
• Always discuss failures with the intent of helping players learn and
grow.
• Reinforce season goals and team goals.
• How can the game help move the team toward their goal?
• What can they take from the game?
• End the meeting with something positive or motivational to give your play-
ers something to strive for.
• Give the team details about the next day or next meeting time.
• Always end the day with a team cheer, win or lose.
index
Note: An f or t following a page number refers to a figure or table, respectively.
A rise 185
aggressiveness securing 104f
approaching home and 156 seeing 22
infield defensive responsibilities and tracking 88
174 ball contact
outfield defensive responsibilities and for hard bunting 32-34, 33f
180 for running slap 39
agility 13, 192 for slap hitting 32-34, 40f
arm action for squeeze bunting 36
pitching 92f base paths
practices 216 aggressive baserunning and 150
for throwing 58-59, 59f approaching home and 153
athletes rundowns and 146
communication with 235-236 baserunners
evaluation guidelines 10 colliding with 113
expectations of 236 infield defensive responsibilities and 172
knowing 204 obstructing 137, 142
postgame meeting 254 pinch 251
roles 239 protecting 139, 141-144
rundowns and 191
B baserunning 42-46
backstop inspection 248 aggressive 149-152
balance errors 46
for hitting 24 headfirst slides and 51
for infield ground balls 74-75 hit and run plays and 160
pitching 93 home to first 42
for receiving pitches 96 patterns 43, 43f
for running slap 41 practices 222-223
ball(s). See also ground balls with rocker start 44f
approaching, from first base 103 rocker v. conventional start 43-44
approaching, infield 72 base stealing 136-140
approaching, outfield 78, 88 coverage 125, 157, 175
awareness 149 delayed live ball 138
contact, in sacrifice bunting 30-31 evaluation 16t
contact with 137 practices 228-229
hops 76 protecting runners on 141-144
lining up with 84 bat
moving through 76 angle 87
moving to 87 controlling 25-26
moving to, infield 67-68, 78 bat position
outfield path to 79f for hitting 22f
reading 155 for sacrifice bunting 29, 29f
255
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256 Index
batter’s box communication and 235-240

defending first-and-third situations 196 during games 249-252
exiting 42f philosophy 203
inspection 248 postgame 252-254
positioning, for bunts 132 roles 239
situational hitting and 162 traditional v. games 6-7
slap hitting and 37f coaching staff 237-240, 253-254
squeeze bunting and 36 communication
batters. See hitters with athletes 235-236
batting order 246-247 with captains 237
body positioning coaching and 235-240
for catching throws 84-85, 84-85f defending bunts and 185
for fly balls 87f defending first-and-third situations 195,
pitching 92-93 197
breakaway fences 177 of defense 142
bunt(s). See also hard bunting; sacrifice infield and outfield 178
bunting; squeeze bunting shortstops and 122
aggressive baserunning and 151 skills 207f
batters box positioning 132 testing 14
defending 182-185 time-outs and 251
fake 141, 143, 182 community 240
fielding 101 conditioning 216
fielding, from first base 103, 103f confidence 161
fielding, from third base 117 crow hop 82, 82f
hit and run plays and 161 cutoffs
mishandled 107 at first-base 106, 106f
placement of 130 practices 220, 226-227
practices 220
receiving throws on 109-110, 110f D
situational hitting and 163 decision-making guidelines
situations 184-185 aggressive baserunning and 152
steal coverages 175 approaching home and 156
base stealing 139
C defending bunts and 185
captains 236-237 defending first-and-third situations 198-
catchers 199
arm strength of 137 first-and-third situations and 148
distracting 142, 144 hit and run plays and 160
lineups and 246 infield defensive responsibilities and 174
pitchouts and 186 outfield defensive responsibilities and
positioning 100f 180
practices 220 pitchouts and 189
reading 155 protecting runners and 143-144
catching 89, 96-101 rundowns and 193-194
errors 101 for short game 133-135
fly balls 87-90 situational hitting and 167-168
practices 216 decoys 191
setting up for 88-89 defense
of throws 84-86 communication of 142
challenge games 216 coverage of 164
character 239 hit and run plays and 159
skills 207f reading 140, 151
testing 14 shift of 153
cheers 253, 254 defensive coverage
choking up for pickoffs 190
for hard bunting 33, 33f practices 218
for sacrifice bunting 29, 30f situations 173
coaches, contact with 149 defensive specialists 251
coaching designated hitters (DHs) 246
Index 257
designated pitchers (DPs) 246 Fernandez, Lisa 3

DHs. See designated hitters field
distance inspection 247
for bent-leg slides 47-48 maintenance checklist 243f
for pop-up slides 49 opening 247
distractions, catchers and 142 fielding 67-70
diving 176-177, 181 away from target 70f
double plays backhand 67-68f, 117f
feeds for 123-125 bunts, from first base 103, 103f
first-and-third situations and 147 bunts, from third base 117
footwork, for shortstops 123 errors 71
practices 222-223 forehand 67-68f, 116f
at second base 111-112 ground balls, at second base 109
throws for 112 ground balls, at third base 115-116
Douty, Sheila 3 ground balls, infield 72-76, 74-75f
DPs. See designated pitchers ground balls, outfield 78-82
drag bunting 134, 167 running and 68f
drill books 210 run-through method 80, 80f
safety method 79f
E toward target 70f
errors 5 Finch, Jenny 3
baserunning 46 first-and-third situations 145-148
bent-leg slide 48 defending 195-199
catching 101 practices 226-227
catching fly balls 90 first base
catching throws 86 bunting with runner on 184
fielding 71 errors 107
first base 107 pickoffs to 190
hard bunting 34 playing 102-107
headfirst slide 53 positioning 102f
hitting 27 flexibility 13
infield ground ball 77 flips
infield throwing 66 backhand 62, 63f
outfield ground ball 83 forehand 61-62f
pitching 94 wrist snap and 66
pop-up slide 50 fly balls
for running slap 41 body positioning 87f
sacrifice bunting 31 catching 87-90
second base 113 errors 90
short stop 125 infield 171
slap hitting 34 tagging up and 45-46
squeeze bunting 36 focus 7
third base 120 pitchouts and 186
throwing 60 on strike zone 87
evaluation testing 14
base stealing 16t follow-through
of core strength 12 pitching 95
guidelines 10-11 for three-quarter throwing 65
skills 11-14 for throwing 60
throwing 16t foot positioning
tools 15-18 for hitting 23, 23f
expectations 236 for making catches 90
parallel 23f
F pigeon toed 23f
fear 86, 176-177 third base 114
feedback 10-11 for three-quarter throwing 65
feeds footwork
for double plays 123-125 for running slap 37-38
dropped-knee 112 at second base 111-112
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258 Index
footwork (continued) shuffle step to 73f

shortstop, for double plays 123 throwing after 76, 77f
for slap hitting 38f ground contact
force-outs for bent-leg slides 48
aggressive baserunning and 149 for headfirst slides 52, 52f
at first base 105-106 ground-rule doubles 177
at second base 111-112
for shortstops 122-123 H
foul lines hand positioning
defending bunts and 183 for catching throws 86
protecting 180 for hard bunting 32
foul tips 137 for sacrifice bunting 29
catching 182 for slap hitting 32
hard bunting 32-34, 33f
G errors 34
game plans 128 short game and 134
developing 241-242 hit and run plays 157-161
implementing 252 practices 226-227
practices 230-231 hitters
game situations 128 interference of 131
glove positioning pinch 251
backhand 69f pull 174
for catching throws 85, 85f sacrificing 144
forehand 69f situational hitting and 164
for infield ground balls 75 hitting. See also slap hitting
receiving pitches 97 adjustments 165-166
while fielding 69 errors 27
goals 244 extra-base 43
grass grip 22-24, 22f, 27
aggressive baserunning and 150 no-stride 24
approaching home and 154 outfield coverage responsibilities and
hit and run plays and 159 179
infield defensive responsibilities and power 176
171 situational 162-167
outfield defensive responsibilities and stance 22-24
177 strategies 165-166
rundowns and 192 sweet spot 23
grip home plate
for hard bunting 32, 33 approaching 153-156
for hitting 22-24, 22f, 27 coverage 23f
pitching 91, 91f tags at 99-100, 100f
for sacrifice bunting 29 hops 76
for slap hitting 32
for throwing 56, 56f I
ground balls infielders
approaching, infield 72 aggressive baserunning and 150
blocking 115f approaching home and 154
crossover step to 74f defending first-and-third situations 197
fielding, at second base 109 defensive responsibilities 170-174
fielding, at third base 115-116 hit and run plays and 159
infield 72-76, 74-75f pitchouts and 188
infield, errors 77 range of 178
moving to 73f injuries
outfield 78-82 headfirst slides and 52
outfield, errors 83 throwing follow-through and 60
ready position 72f instructional planning 204-213
run-through method 80, 80f interference 141
safety method 79f first-and-third situations and 145
Index 259
pitchouts and 187 protecting runners and 142

situational hitting and 162 rundowns and 192
scouting 240-241
L in short game 131-132
Launder, Alan G. 6-7 situational hitting and 163-164
leadoffs 43-44 outfield
base stealing and 136 coverage responsibilities 179
direction of 45 defensive responsibilities 176-180
infield defensive responsibilities and diving in 181
172 inspection 247-248
left-handedness 102 outfielders
line of force 56, 57f path to ball of 79f
lineups 245-246, 251 pitchouts and 188
range of 178
M reading 130
Martens, Rainer 4, 14, 204, 215 ready position 87
media 240, 253
meetings P
coaches’ 253 parents 237, 239
parent 237 personal life 18
postgame 254 physical skills 11-13, 206f
pregame 242 pickoffs 186-189
preseason invitation 238f aggressive baserunning and 149
time-outs and 250 decoy 136
minigames 6-7 defensive coverage for 190
motivation 10, 242-244 first-and-third situations and 145
practices 224-225
N pitch count
National Collegiate Athletic Association awareness of 130
(NCAA) 3 base stealing and 140
National Fastpitch Coaches’ Association hit and run plays and 157
(NFCA) 4 hitting strategies and 165
NCAA. See National Collegiate Athletic pitchouts and 186
Association pitchers. See also designated pitchers
NFCA. See National Fastpitch Coaches’ change-up 166
Association consistency 138
noise levels 170 curveball 166
delivery 137
O erratic 158
obstruction infield defensive responsibilities and 172
first-and-third situations and 145 as infielder 171, 174
pitchouts and 187 junk 165-166
officials 240, 253 knowledge about 167
Olympics 3 lineups and 246
online courses 213 motion 136
opponents off-speed 166
aggressive baserunning and 150-151 power 166
approaching home and 154 practices 226-227
base stealing and 137-138 relief 246, 251-252
defending bunts and 183 rise-ball 166
defending first-and-third situations 196 situational hitting and 162
first-and-third situations and 146 speed of 132
hit and run plays and 159 pitches
infield defensive responsibilities and blocking 98
171-172 framing 98
observing 252 receiving 97, 97f
outfield defensive responsibilities and 178 rise ball 185
pitchouts and 187-188 sticking 97f
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260 Index
pitching 91-95, 92f shortstop 121, 121f

errors 94 third base 114, 114f
release 94-95 Richardson, Dot 3
rotation 93 rules 3
pitching circle 137 aggressive baserunning and 149
infield defensive responsibilities and approaching home and 153
171 base stealing and 136-137
protecting runners and 142 character and 14
rundowns and 191 defending first-and-third situations 196
pitching mound 248 expectations v. 236
pitchouts first-and-third situations and 145-146
first-and-third situations and 145, 198 hit and run plays and 158
protecting runners and 141 infield defensive responsibilities and
in short game 131 170-171
pitch-ups 188, 189 outfield defensive responsibilities and
defending first-and-third situations 198 176-177
players. See athletes pitchouts and 187
playing area inspection 248 protecting runners and 141-142
playing conditions rundowns and 191
aggressive baserunning and 150 short game and 131
approaching home and 153-154 situational hitting and 162
base stealing and 137 run and hit plays 158
defending bunts and 183 rundowns 191-194
defending first-and-third situations 196 base path and 146
first-and-third situations and 146 first-and-third situations and 148
hit and run plays and 158-159 running. See also baserunning
infield defensive responsibilities and with conventional start 44f
171 fielding and 68f
outfield defensive responsibilities and at fly balls 88
177 running slap 37-41
pitchouts and 187 crossover step for 38f
protecting runners and 142 errors 41
rundowns and 192
short game and 131 S
situational hitting and 163 sacrifice bunting 28-31
pop-ups 27 errors 31
catching 99 short game and 134
hard bunting 34 side to side 28f
postgame handshake 253 tandem 28f
postgame routine 253 safety squeeze 35, 135
power 13 scouting, of opponents 240-241
practice(s) season plans 211-213f
game plans and 242 second base
planning 210-213 bunting with runner on 184
plans 215-232 errors 113
season plan 211-213f pickoffs to 190
pressure pitchouts and 186
defending bunts and 185 playing 108-112
hit and run plays and 159 positioning 109f
priorities 209 shortstop covering 125
speed of 137
R steal coverage 175
ready position self-esteem 244
first base 102, 102f self-knowledge
for ground balls 72f aggressive baserunning and 151
for infield fielding 72, 72f approaching home and 155
for outfielders 87f base stealing 139
second base 108, 108f defending bunts and 183-185
Index 261
defending first-and-third situations rundowns and 192

197 speeches 244
first-and-third situations and 147 speed 13
hit and run plays and 160 sporting behavior 252-253
infield defensive responsibilities and sprinting 13
172-174 squeeze bunting 35-36
outfield defensive responsibilities and defending 120
178-180 errors 36
pitchouts and 188 short game and 134
protecting runners and 143 squeeze plays 135, 197
rundowns and 192-193 stance
for short game 133 for hard bunting 32
situational hitting and 164 for hitting 22-24
short game 130-135 for receiving pitches 96
defending bunts and 182 for sacrifice bunting 28
situational hitting and 167 squeeze bunting 35-36
shortstop strategy 128
errors 125 strength 12
playing 121-125 stretching 13, 249
positioning 122f stride 24
ready position 121, 121f at first base 105
speed of 137 heel plant 24f
shuffle steps 116f pitching 92-93, 93f
shuttle runs 13 toe touch 24f
signals 14 strikes, dropped third 106-107
first-and-third situations and 145, 147 strike zone
giving 98 focus on 87
hit and run plays and 157 hit and run plays and 158
infield defensive responsibilities and situational hitting and 162
170 substitutions 251-252
pitchouts and 189 Successful Coaching, Third Edition
steal 136 (Martens) 4, 14, 204, 215
understanding 143 suicide squeeze 35
situation analysis 207-209 sweet spot
skills hitting 23
character 14 sacrifice bunting 31
communication 14 swing
evaluating 11-14, 205-207f follow-through 26
identifying 204, 205-207f release 26
mental 14, 18, 206f rotation 25, 25f
nonphysical 14 running slap v. 39
slap hitting 32-34. See also running slap upper-body movement 26f, 27f
ball contact for 40f
errors 34 T
footwork for 38f tactical skills 5
hip and shoulder rotation for 39f evaluating 15-17, 205-206f
short game and 134 practices 220-221, 222-223, 228-229,
steal coverages 175 230-231
slides thinking about 128
backdoor 125 tactical triangle 6, 250
base stealing and 139 tagging up 45-46, 152
bent-leg 47-48, 48f tags
bent-leg, errors 48 at home plate 99-100, 100f
headfirst 51-53, 51f placing 100
headfirst, errors 53 pop 119f
pop-up 49, 50f sweep 119f
pop-up, errors 50 at third base 118
practices 226-227 teaching 4, 204, 209-210
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262 Index
team pregame warm-up 249

building 242-244 preparing for 89-90
cheers 254 receiving, at first base 105-106, 105f
controlling 242-244 receiving, at second base 111f
goals 244 relaying, at second base 110
responsibilities 239 relaying, to shortstop 122
situation 208f scoop 64, 64f, 112, 123, 124f
technical skills 4-5, 15-17, 205f for tag plays 118
third base three-quarter 64-65, 65-66f, 112, 113f,
bunting with runner on 184-185 124, 124f
errors 120 transitioning into 70
pickoffs to 190 time-outs 250-251
playing 114-120 timing
positioning 115f for bent-leg slides 47-48
steal coverage 175 for pop-up slides 49
straddling 118f for running slap 37
third strike, dropped 106-107 for squeeze bunt 35-36
throwbacks 189, 199 tryout camps 204
throws
after infield ground balls 76, 77f U
after outfield ground balls 80-82 UCLA 203
after receiving pitches 98, 99f V
after run-through method 81f
videotaping 15
after safety method 81f
catching 84-86 W
with crow hop 82, 82f warm-ups 242, 249
cutoff 145 warning track 177
for double plays 112, 125 weights 12
errors 60 windup 91, 92f
evaluation 16t Wooden, John 203
fake 149, 194 wrist snap
from first base 104f flips and 66
infield 61-66 on pitching release 94-95
infield, errors 66 for throwing 59-60
practices 216 writing exercises 210
about ASEP
Coaching Softball Technical and Tactical Skills is written by the American Sport
Education Program (ASEP) in conjunction with softball coaching legends Kirk
Walker and Mona Stevens.
ASEP has been developing and delivering coaching education courses and
resources since 1981. As the nation’s leading sport education provider, ASEP works
with national, state, and local sport organizations to develop educational programs
for coaches, officials, administrators, and parents. These programs incorporate
ASEP’s philosophy of “Athletes first, winning second.”
Contributing author Kirk Walker drastically improved the Oregon State softball
program when he became head coach in 1994. Walker has become Oregon State’s
all-time winningest softball coach with a 462-347-3 career record. Each season his
team has improved—they’ve had eight seasons of winning 40-plus games. In 2005
Walker earned his second Pacific-10 Conference Coach of the Year Award after win-
ning the Pac-10 title for the first time. Walker also coached in the Amateur Softball
Association, where he led his team to four consecutive women’s major fastpitch
national titles. Currently he is coaching in the Pro Fastpitch Xtreme Tour. He also
edited and contributed to The Softball Drill Book (Human Kinetics, 2007).
Contributing author Mona Stevens was a University of Utah softball stalwart,
coaching from 1996 - 2005. She led her team to three NCAA Tournament appear-
ances, three Mountain West Conference Tournament titles, and one regular-season
championship. Throughout her coaching career, Stevens amassed a 281-239-1
(.540) record. In addition to coaching at the collegiate level, she has served as
a coach for national and international competitions. In 1989 she created Mona
Stevens Enterprises, conducting workshops, clinics, and camps for thousands of
coaches and players annually. Stevens is the author of The Fastpitch Softball Drill
Book: A Coaches’ Guide to Common Problems and Corrections. She also coauthored
the Softball Coaching Bible (Human Kinetics, 2002).
263
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The NaTioNal FasTpiTch
coaches associaTioN
Helping fastpitcH
softball coacHes be
tHe best tHey can be
Publications
Member ship Benefits
National Fastpitch Fastpitch Delivery

Coaches College You will receive 12 issues Coaching members receive:
J 12 issues of the NFCA’s own newspaper -
The NFCA believes that of the NFCA’s newspa- Fastpitch Delivery
coaches are teachers first, per, Fastpitch Delivery. J Special access to members-only area on
and that’s why it offers eight the NFCA Web site, including the Skills and
exciting courses to help Drills Notebook, an easy way to find drills
improve your knowledge of and coaching articles for your everyday
the game. Calendar needs
NFCA members can J Player Awards — Players are eligible for All-
National Convention submit pictures for the
American, Scholar-Athlete and other field
awards
NFCA mem- NFCA Calendar, distrib- J Coach Awards — Coaching staffs are eli-
bers receive uted each December. gible for regional and national coaching staff
discounted fees Directory of the year awards, and head coaches will
to attend the Your name and contact be honored for reaching win plateaus
NFCA National J Annual copies of the NFCA Directory and
info will be listed in the Calendar (sent every December)
Convention. NFCA Directory, a great J Special discounts in the NFCA Web Store
resource for networking. on videos, audios, books, softball equipment,
clothes and more
Awards Top Recruit J Discounted prices to the NFCA National
Recognition of fastpitch soft- Convention and the National Fastpitch
This “teen magazine” for youth Coaches College courses
ball’s top players and coaches fastpitch players is printed J Registration of your camp in the Camp
has been an integral part of once a year. Network to receive the NFCA’s camp pub-
the NFCA since its founding lication and other benefits
in the early 1980s. J Representation of ideas to educational and
Web Site softball governing bodies, and numerous
networking opportunities
Products www.nfca.org
As a member,
NFCA members For more information or to join,
you will be given
receive member dis- contact the NFCA at
your own pass-
counts on instruc-
word to access 662.320.2155 or [email protected].
tional videos, books
member-only features
and CDs.
like the Skills and Drills Notebook.
If You Like the Book,
You’ll Love the Online Course!
The Coaching SoftballTechnical and Tactical Skills book you hold in your hands serves
as the text for the online course of the same title, available from the American Sport
Education Program (ASEP).
Featuring video, audio, Flash animation, interactive quizzes, downloadable coaching
aids, and online test, the course takes you chapter by chapter through the book,
providing you with an engaging, interactive learning experience.
A highlight of the online course is the use of

Dartfish video technology, which allows you
to view video of the most essential technical
skills of softball frame by frame. The video
is housed on a CD-ROM that you’ll receive
with your course registration, along with the
course textbook.
Coaching Softball Technical and Tactical
Skills online course is a component of
the ASEP Professional Coaches Education
Program. Completion of the course puts you
one step closer to earning the program’s
Bronze Level credential.
Register for Coaching Softball Technical and Tactical Skills online

course today! Visit www.ASEP.com and select “Course Catalog” from
the “Quick Clicks” menu or call ASEP at 800-747-5698.
Developed, delivered, and supported by the American Sport Education Program,

a 25-year leader in the sport education field, the ASEP Professional Coaches
Education Program fulfills the coaching education requirements of nearly 40 state
high school associations.
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It starts with the coach
Much is expected of today’s high school coach. On any given day, you may play the role of mentor,
motivator, mediator, medic, psychologist, strategist, or trainer. Each requiring a separate set of skills
and tactics that together make you a “coach.”
The Bronze Level credential—offered through the ASEP Professional Coaches Education
Program—is designed with all of these roles in mind. It includes courses on coaching principles,
sport first aid, and sport-specific techniques and tactics, and requires CPR certification. The Bronze
Level prepares you for all aspects of coaching and is a recognized and respected credential for all
who earn it.
To enroll in any of these courses, visit the ASEP Web site at www.ASEP.com or
contact your state association.
To learn more about how you can adopt the program for your state association or organization,
contact Jerry Reeder, ASEP Sales Consultant, at 800-747-5698,
ext. 2325 or e-mail [email protected].
Developed, delivered, and supported by the

American Sport Education Program, a 25-year
leader in the sport education field, the ASEP
Professional Coaches Education Program fulfills
the coaching education requirements of more
than 40 state high school associations.
www.ASEP.com

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What is the book about?

What is the book about?

What organization developed the coaching education program discussed in the book?

What organization developed the coaching education program discussed in the book?

Coaching

Part I Teaching and Evaluating . . . . . . . . . . . . . . . . . 1

Part II Teaching Technical Skills . . . . . . . . . . . . . . . . 19

Part III Teaching Tactical Skills . . . . . . . . . . . . . . . . . 127

Part IV Planning for Teaching . . . . . . . . . . . . . . . . . . 201

Part V Game Coaching . . . . . . . . . . . . . . . . . . . . . . . . 233

• focus on the key points of the skill,

Traditional Versus Games

Guidelines for Evaluation

Evaluating Physical Skills

Evaluating Nonphysical Skills

Figure 2.1a Throwing Technical Skill Evaluation

Key focal points

Initial shoulder and hip rotation 1 2 3 4 5

Figure 2.1b Stealing a Base Tactical Skill Evaluation

Reads the situation 1 2 3 4 5

Understands rules and uses 1 2 3 4 5

Understands physical playing 1 2 3 4 5

Recognizes the skill level of 1 2 3 4 5

Recognizes own skill level and 1 2 3 4 5

Makes appropriate decisions 1 2 3 4 5

Skill Page Number

Slap Hit and Hard Bunt 32

Proper Grip and Stance

Figure 3.1 Proper grip for Figure 3.2 Bat position

Figure 3.4 Distance from the

Figure 3.6 Rotation into Figure 3.7 Completing the

Controlling the Bat

Error Error Correction

Bat Position and Angle

Hand Position on the Bat

Contacting the Ball

Error Error Correction

Hand Position on the Bat

Contacting the Ball

In addition, athletes may use different methods to direct

Error Error Correction

A correctly executed squeeze bunt almost guarantees that

Timing of the Stance

she needs to start squaring up as the pitcher’s arm is moving

22 Location in the Box

Error Error Correction

A hitter executes a running slap by running forward

Figure 3.18 Crossover step for

Hip and Shoulder Rotation

Error Error Correction

Running From Home to First

Tagging Up on Fly Balls

If the runner or coach determines that a tag is possible, the

Error Error Correction

T he bent-leg slide is typically the first slide that players

Timing and Distance

Contacting the Ground

Error Error Correction

A fter mastering the bent-leg slide, players should learn