SOFTBALL: STEALING BASES FOR GRADES 8/9 1

Softball: Stealing Bases for Grades 8/9

Katy Kohli

University of Regina
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Topic: Softball

Concept Focus:

The focus of this lesson is to learn how to steal bases in the game of softball. As well, to

learn when to apply this in game situations and to create understanding of why it is being used.

Skill Focus:

Tactical: How to use a steal in a game in order to advance the runner. For example, how

to get the runner on second, home to score.

Technical: Learning the proper techniques and BMPs to execute stealing and base

running.

Cross-Curricular Competencies:

- Developing Thinking

- Developing Identity and Interdependence

- Developing Social Responsibility

Common Essential Learnings:

- Communication—Students will learn how to communicate with team mates and

coaches to decide what play to run. They will use this communication to advance the

runner properly by using different “steal plays”.

- Critical and Creative Thinking—Students will develop the skills to think and make

decisions based on what will best achieve their goals.

Objectives:

The objectives for this lesson are to solve the tactical problem of how to advance the

runner using different types of steals. Also, to develop cognitively and become skillful in the

area of stealing bases and base running in the game of softball. The lesson will focus on the

skills to achieve these goals and strategies to address the tactical problem.
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Materials:

-bases

-softballs

-gloves

-bats

-helmets

-tennis ball

-a hard flat surface (if playing outside) i.e. a piece of wood

Set:

The lesson will begin with a quick explanation of the first game to be played. The

students will play this game right off the bat so it will introduce the topic for the day’s lesson. It

will get them to initially practice the skills they will need to achieve both the technical and

tactical focuses of the lesson. The game is a fun running/racing game.

Development:

Lead-up Game:

For this game, the students will line up on third base. One student will set up on the base

in a “getting ready to run/steal” position. The teacher will be a certain distance away from the

runner between third base and home. The teacher will drop the ball on the gym floor, or if

playing outside, on the piece of wood. The object is for the student to catch the tennis ball before

it makes it’s second bounce. The student can’t leave the base until the ball has left the teacher’s

hand, much like in softball where the ball must leave the pitchers hand before the runner can

leave the base.

This allows the students to get an understanding of timing and pace. They must be very

quick to grab the tennis ball before it bounces for a second time. Therefore, displaying that the
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runner must be very quick to get home. After the runner grabs the tennis ball, they must continue

home. Now, modifications can easily be made to this game based on the student’s skill level.

For example, if there is a very fast runner, the teacher can back up from third so the student has

further to go to catch the ball.

After each student got to try it a couple times, the teacher would gather the class together.

The teacher would guide the students in a discussion of what they had just done. She would lead

them to understand what they did and why they did it. And then, lead it into the game of softball.

She would guide this by asking questions relating to why the runner had to make it by a certain

time, why they had to wait for the ball to be dropped, how they could have improved and how the

students think this relates to softball.

Practice:

The teacher would explain and demonstrate how to steal a base. Within this, she would

review the techniques of proper base running so that students will know how to execute a steal.

The teacher would guide students in figuring out why they would need to use each type of steal.

She would also provide quick examples of some plays that are used in softball games to advance

the runners.

The teacher would set up the softball field, she would be the pitcher. This practice will

help with both base running and stealing. She will pitch an imaginary ball and the students

would swing an imaginary bat, pretending to hit the ball. Then they would run to first. The next

student would go, only this time would practice maybe a bunt or letting a pitch go for the student

to steal second. The runner on first would have to wait for the pitch and head for second. The

batter would then head off to first base and the cycle would continue until each student got a

chance to score home.

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As the students went through the cycle, the teacher would stop the practice and ask

questions to help the students achieve their goal of skills but also understanding. Such as, what

could you do to run faster, why would you need to steal in a game, what other plays could be

executed to complete a successful steal, etc. This way the students gain more understanding of

what they are doing and why.

After the practice was completed, the teacher would gather for another discussion. The

discussion would be a review of what they did with the teacher asking questions such as, what

did you like, what you had trouble with, etc. The students would then be able to gain an

understanding of this tactical problem.

Game:

This game is called First and Third. It is a game to practice stealing the bases in a game

situation. The class would be split up into two teams. One would be offence first and the second,

defence. The teams would meet together and decide on signals that the catcher will give. Then

the offense will start with a runner on first and third. The object of the game is to score runs.

The runner on first has three pitches to steal second. The catcher will decide what the

play is each pitch. A successful steal of second base will be worth one point, and a run scored

will be worth three points. If the girl scores at second base and the other is out at home then they

get one point and have one out. However, if the runner scores at home and the girl is out at

second, the out does not count because the girl scored.

As the students execute proper plays and are successful in scoring points, the teacher can

stop and discuss with the students what happened and why. This allows for a complete

understanding of how stealing is used in a game situation.

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Closure:

At the end of the lesson, the students will be able to provide feedback to the teacher about

what they enjoyed and didn’t enjoy, etc. The teacher will also ask them what they would like to

learn more about and what they want to get better at to help her decide what the next day’s lesson

should really be focused on. She will also review the lesson as a whole and put it into

perspective of the game of softball. And assure that students do have a complete understanding

of everything that was done in the lesson.

The next day’s lesson can be a continuation of this if the students are in need of it or it can

move on to another offensive strategy used in the game of softball. Today’s lesson put toghet the

other half of advancing a runner in a game situation.

Assement/Evaluation:

For today’s lesson specifically the assement would be based on a standard model. Each

student would be put into a classification based on if they achieved the execution of stealing

bases. It would be based on these aspects:

- did the student try to reach the base when stealing?

- did the student participate fully in all games, practices and discussions?

- were they executing proper base running techniques?

- How many successful steals were they able to make in the final game?

These would put each student into an area and then be added to the progressive assessment being

taken over the entire unit.

Safety Considerations:

It is important to make sure that students are dressed and equipped properly for these

activities. Proper running gear and safety gear (helmets) are important for students’ safety.
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Making sure students are following the rules and looking out for fellow classmates so no one

experiences a collision.

Adaptive Component:

It would be difficult for students with physical challenges to participate in this lesson.

However, they can still run bases, and maybe the focus could be more on timing and hitting the

bases rather than speed and proper technique. There would be a different technique for those

students to focus on.