Lesson

Title/Focus

Softball Warmup

Subject/Gra
de Level

Grade 4 PE

Unit

Softball

Date
Time
Duratio
n
Teache
r

May 20th, 2015

5-7 minutes
Matthew Fosen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

Students will acquire skills

through a variety of
developmentally appropriate
movement activities; dance,
games, types of gymnastics,
individual activities and
activities in an alternative
environment; e.g., aquatics
and outdoor pursuits.
Students will understand,
experience and appreciate the
health benefits that result from
physical activity.
Students will interact
positively with others.
Students will assume
responsibility to lead an active
way of life.

LEARNING OBJECTIVES
(Students will)
Basic SkillsLocomotor; e.g.,
walking, running, hopping,
jumping, leaping, rolling,

Physical Education Lesson Plan

A41 select, perform and refine simple locomotor

sequences
A42 consistently and confidently perform locomotor skills
and combination of skills, by using elements of body and
space awareness, effort and relationships to a variety of
stimuli to improve personal performance
A45 select, perform and refine ways to receive, retain
and send an object with control
A46 consistently and confidently perform manipulative
skills by using elements of body and space awareness,
effort and relationship
A410 demonstrate critical thinking and problem-solving
skills to modify games and achieve activity outcomes
A411 demonstrate strategies and tactics that coordinate
effort with others; e.g., team, in order to achieve a
common activity goal in lead-up games
B43 experience movement, involving components of
fitness
B47 demonstrate changes that take place in the body
during physical activity
C41 articulate and demonstrate respectful
communication skills appropriate to context
C43 identify and demonstrate etiquette and fair play
C44 select and demonstrate responsibility for assigned
roles while participating in physical activity; and, accept
ideas from others that relate to changing/adapting,
movement experiences
C45 participate cooperatively in group activities
C46 identify and demonstrate positive behaviours that
show respect for self and others
D41 demonstrate a willingness to participate regularly in
physical education class
D42 demonstrate factors that encourage movement
D43 follow rules, routines and procedures for safety in a
variety of activities
D44 participate in, and identify the benefits of, safe
warm-up and cool-down activities
D45 describe how to move safely in various
environments; e.g., skating rink
ASSESSMENTS

Student is participating in the warmup, showing effort

Student is using the prescribed safety guidelines when
handling equipment

skipping, galloping, climbing,

sliding, propulsion through
water
Basic SkillsNonlocomotor;
e.g., turning, twisting,
swinging, balancing, bending,
landing, stretching, curling,
hanging
Basic SkillsManipulative:
receiving; e.g., catching,
collecting: retaining; e.g.,
dribbling, carrying, bouncing,
trapping: sending; e.g.,
throwing, kicking, striking

LEARNING RESOURCES
CONSULTED

https://education.alberta.ca/m
edia/450871/phys2000.pdf
http://education.alberta.ca/tea
chers/program/pe/resources/p
e-guide.aspx
https://education.alberta.ca/m
edia/1109586/sg_physicalactiv
ity.pdf
http://education.alberta.ca/me
dia/318500/handbook.pdf
http://softball.isport.com/softb
all-guides/how-to-warm-up-asoftball-team
http://training.coachup.com/so
ftball/dynamic-stretches-forsoftball-playe

MATERIALS AND EQUIPMENT

Softballs
Baseball bats
Baseball Gloves (students must provide their own)
Stopwatch
Video Camera
Tripod

SAFETY GUIDELINES
REFERENCED

SupervisionInstructional
Considerations
Equipment/Facilities -

Student is showing respect and courtesy to partners

and/or the rest of the class

SPECIFIC SAFEY CONSIDERATIONS

Students do not swing baseball bats unless

instructed to
Students show appropriate power when throwing
the softball to maximize partners ability to catch
the softball
Students follow safety guidelines during all
activities to minimize the risk of injury
Students pay attention and follow directions to
minimize the risk of injury

PROCEDURE
Introduction
Attention Grabber

Softball time! Thats right, it time to get throwing and

swinging; whos excited?

Assessment of Prior
Knowledge

How many of you have played baseball or softball

before? How many of you have seen either sport on TV
or in person? What are the big differences between
baseball and softball?

Physical Education Lesson Plan

Tim
e

Expectations for Learning and

Behaviour

Advance Organizer/Agenda

Transition to Body/Warm up

Students are listening and following directions

Students are working cooperatively with their partners
Students are following proper safety procedures when
handling equipment
Students are being mindful of the space around so as
not to cause injury to others
1.
2.
3.
4.

Lap to get warm

Ground ball warmup
Throwing warmup
Bunting warmup

All right, lets get your blood pumping. Using the

corners of the gym as the bases of the softball
diamond, I want to you run like you just knocked the
ball out of the park, and you are racing towards home
plate, which will be this corner we are standing in.
Body

Learning Activity #1

Tim
e

Activity 1: Quick jog (circulation, leg warmup). To get

the blood flowing, the students will run the bases (or
the corners of the gym, if indoors). To get the students
into the softball mindset, students will be wearing their
gloves for this brief jog.
Dynamic Stretch: Lunge Twists: Go into a lunging
position, rotate upper body 90 degree so elbow is in
front of font knee and then return to starting position.
Repeat on other side.

Assessments/ Differentiation:

Formative: Are the students putting in appropriate

effort during their jog around the bases? Are students
following the instructions, or are they cutting corners?
Differentiation: Students that cannot run can walk,
but must complete the entire circuit. Students that are
unable to walk or run, without written permission, will
be asked politely but firmly to participate, adjusting
their movements as they deem necessary to be
successful. Onus will be put on them to provide a
solution, as this is a non-documented injury. If the
problem persists, students will be given other activities
to do (checking air pressure on other game balls in the
equipment room)

Learning Activity #2

Instruction: In between each activity, there will be

instruction on the next activity. Students are expected
to be following the teacher through dynamic stretches
while the teacher speaks. In the case of a
demonstration, the student who is behaving the best
will be allowed to lead as an exemplar of the dynamic
stretching technique while the teacher demonstrates
the physical skill. These dynamic stretches are listed
between each activity.
Organization: Straight line down the center of the

Physical Education Lesson Plan

gym, shortest to tallest, to pair partners. Partners will

number off 1 and 2, then run to the black line on either
side that corresponds to the number; one on the
students left, two on the students right. These will be
their partners for the entire warmup. To get softballs,
all partner 1s will turn to the right, and in a line, grab a
ball and make a circle all the way around to get back to
their spot. To get bats, partner 2s will turn to their left,
and repeat the above procedure.
Activity 2: Rolling Ground Balls (footwork and lowstrain shoulder). Partner A, on the black line, will roll
the softball along the ground to Partner B. Partner B will
then catch the ball in their glove by scooping the ball
into the palm of their glove. Partner B then resets to
the black line and rolls the ball back to partner A.
Repeat 10 times.
Dynamic Stretch: Arm Circles: Swinging arms in
clockwise and counter-clockwise spins to loosen
shoulders.
Assessments/ Differentiation

Formative: Are the students putting in appropriate

effort during both catching and rolling the ground
balls? Are students following the instructions? Are
students showing respect for their partners? Are
students showing awareness of the space around them
to reduce the risk of injury?
Differentiation: Students that cannot perform the
movements needed for this activity will be given other
activities to do (checking air pressure on other game
balls in the equipment room)

Learning Activity #3

Instruction: In between each activity, there will be

instruction on the next activity. Students are expected
to be following the teacher through dynamic stretches
while the teacher speaks. In the case of a
demonstration, the student who is behaving the best
will be allowed to lead as an exemplar of the dynamic
stretching technique while the teacher demonstrates
the physical skill. These dynamic stretches are listed
between each activity.
Organization: Same as partners as Activity 1
Activity 3: Catching (full shoulder and light footwork).
Partner A throws the ball to partner B, each of them on
opposing black lines across the gym). Partner B then
catches the ball in their glove, and returns the throw
with a throw of their own. Repeat 10 times.
Dynamic Stretch: High Knees: Jogging on the spot,
bringing knees up to waist-level.

Assessments/ Differentiation

Physical Education Lesson Plan

Formative: Are the students putting in appropriate

effort during both catching and throwing the softballs?
Are students following the instructions? Are students

showing respect for their partners? Are students

showing awareness of the space around them to
reduce the risk of injury?
Differentiation: Students that cannot perform the
movements needed for this activity will be given other
activities to do (checking air pressure on other game
balls in the equipment room)
Learning Activity #4

Instruction: In between each activity, there will be

instruction on the next activity. Students are expected
to be following the teacher through dynamic stretches
while the teacher speaks. In the case of a
demonstration, the student who is behaving the best
will be allowed to lead as an exemplar of the dynamic
stretching technique while the teacher demonstrates
the physical skill. These dynamic stretches are listed
between each activity.
Organization: Same as partners as Activity 1
Activity 4: Bunting (bat work and control). Partner A
soft pitches the softball to partner B. Partner B
performs a bunt on the softball using the bat,
attempting to knock the ball back to Partner A. Repeat
5 times, then partner A and B switch roles. If the team
finishes early, they may do one more round each until
time is called.
Dynamic Stretch: Knee-to-Chest: Using both hands,
raise knee above waist level and then wrap hands
around knee and pull knee into chest

Assessments/ Differentiation

Formative: Are the students putting in appropriate

effort during both bunting and throwing the softballs?
Are students following the instructions? Are students
showing respect for their partners? Are students
showing awareness of the space around them to
reduce the risk of injury?
Differentiation: Students that cannot perform the
movements needed for this activity will be given other
activities to do (checking air pressure on other game
balls in the equipment room)

Extra Time Activity

See Activity 4.
Closure

Assessment of Learning:

Tim
e

Summative: Can the students perform the gross motor

skills involved in the activities? Can the student work
well with a partner? Does the student show a proper
amount of effort during activities? Is the student using
proper safety guidelines when performing the
activities? Has the student demonstrated competency
in the basic skills associated with the activity?
These are all yes/no questions, mark out of 5.

Physical Education Lesson Plan

Feedback From Students:

Feedback To Students

What motions in the warmup did you find difficult?

What activities were your favorite? Is there any other
softball-related activities that you can think of for a
warmup?
I saw some really good effort out there. Remember,
no one starts as an all-star in anything that they do. It
takes time, practice and dedication to become really
good at something. So if you are struggling right now,
keep with it, youll get better the more you practice.
Other feedback will be given individually during
activities.

Transition To Next Lesson

Reflections from
the lesson

Physical Education Lesson Plan

I need everyone to turn in their lines, and just like

how we picked up the equipment, in two lines you are
going to put back the equipment. Once you have
finished the ENTIRE CIRCLE, then you can come over
to the corner by the white board for stretching with
Lindsay W.

It has been a long time since I played softball, so there was a little
research involved to get my head wrapped around it once more, but in the
end it came back to me. After researching several websites, I chose two
that had what I felt to be the best approach to how I wanted to do the
warm up. Then, in addition to looking through the PE guidebooks for
softball (specifically safety), I devised a strategy for teaching the warmup
while getting in actual drill that involved softball. My theory is that by
doing this, I will be pre-preparing the students for learning softball by
going over gross motor skills. Also, since I am not a fan of downtime,
during instruction there will be some dynamic stretching. I hope Im not
over-stepping my bounds by doing this, but it has been my experience
that more success comes out of the teaching if the warmup is directly
related to the subject, rather than tangentially. Almost every activity Ive
chosen involves very simple movements; running, throwing, catching, and
the most simple of baseball swings, the bunt. This should maximize not
only student success the warm-up, but also maintain the highest degree
of softball control. I had originally thought about doing something not
directly related to softball, but there have already been a few variations of
dodgeball that have been demonstrated, so I felt it was better to go over
directly applicable motions instead of a game where student participation
is a larger factor in their warmup than the actual activities. In this way,
even those students who dont really want to be in PE class are still
getting gross motor training and have to put in a level of effort that is
more consistent with a game of softball.