baseball lesson plans for physical education

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Baseball & Softball Activities for Physical Education

Baseball season is coming up and it is a great time for students to work on throwing, catching, striking, running, hand-eye coordination and much more! These activities, assessments, and bulletin board ideas we’ve compiled from PE Central will help make sure your Baseball/Softball unit is a home-run!

Bulletin Boards

This bulletin board is perfect for the start of the unit. It includes basic tips for throwing, hitting and pitching along with visual cues to help the group see what proper mechanics actually look like. With this board, kids will come in with a bit more confidence because they’ve seen what they are supposed to do. It also works as a great reminder for the following classes, as good technique will be reinforced through constant exposure.

• Take Me Out to the Ballgame:

This bulletin board is interactive! The question is listed on the board and the children can flip the baseball up to see the answer. Some of the questions are: How many play on the field?, What are the bases? What equipment is used? How many strikes make an out? What is a full count? and you can make up your own. Great for teaching the rules and regulation of the baseball or softball.

Assessments

• Batting Assessment:  A handy batting assessment checklist that makes it easy to fully evaluate the technique of someone’s baseball/softball swing.
• Batting Swing :   This assessment is more writing focused, as students have to write out the steps and fundamentals of a good swing in paragraph form. Plays into the idea that you don’t fully understand a concept until you can teach and explain it.

Instant Activities

• One Step Throw & Catch :  This activity is simple and works for any age group! Excellent way to warm-up!
• Throw and Catch Challenge Warm Up:  Great fast-paced activity for the group to warm up their arms for throwing. Works best for younger groups, but can be modified for more advanced groups.

Lessons for Grades 3-5

• Race Ball:   This activity adds batting into the classic game of “Wall Ball”. Great for batting practice, fielding and throwing.
• Throw and Run Challenge :  A good active game that also allows students to work on the fundamentals of throwing and catching.

Lessons for Middle School

• Slow Pitch Softball: This lesson helps students learn how to properly pitch for slow pitch softball.
• Striking – Toss and Hit : Great activity to work on making solid contact with the ball. Easy to alter to fit any class level.

Lessons for Grades 9-12

• Agility Ability Stars :  A good game for working on agility, which is vital for base-running and fielding.
• Dare Base:  This game isn’t exactly baseball or softball, but it helps with base-running. Students have to make decisions on when its safe to run, which is crucial for baseball/softball.

In summation, we hope that these lesson plan ideas, warm-up activities and bulletin board suggestions help get your group playing like All-Stars!

Search for more baseball/softball related activities  from PE Central here . Play on!

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Pingback: Play Ball!: The History of An American Pastime | Home Educators Association of Virginia

i thought it was a blog. from a former softball player and coach Thanks

Hi I saw a few weeks ago something on softball stations.I believe it was 4 stations? I can’t find it? Can someone help me? Thanks

Hi Paul, were you searching on the S&S blog? Or was it on PE Central at https://www.pecentral.org/

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Bat and Ball Games (Intermediate 3-5)

Created by:  Joseph Spernal, Aaron Hart, Jim DeLine, and Lisa Kushner Special Contributions: Deedi Boland Design:  Jennifer Truong

Bat and Ball Games introduces students to the critical skills and movement patterns that are essential to sports like softball, baseball, and cricket. Purposeful activities provide fun and challenge for skill development while also introducing foundational concepts, strategies, and tactics.

Module Documents

Complete Module Packet:

Module Overview:

Required Materials:

All Module Activities:

Sample Lesson Plan:

Academic Language Cards:

Bat and Ball Cue Cards:

Bat and Ball Station Cards:

Activity Plans

Two Ball Tossers:

Catch on the Sandlot:

Throw-Run Derby:

Home-Run Derby:

Baseball Tag:

Sandlot Baseball:

Circle Sandlot Stations:

Assessments

Holistic Performance Rubric:

Holistic Dual Performance Rubric:

Bat and Ball Self-Assessment:

Bat and Ball Academic Language Quiz:

Teacher Evaluation

Teacher Self-Evaluation and Reflection Guide:

Planning Tools

Blank Activity Plan Template:

Blank Lesson Plan Template:

Can’t see the file links? Register for FREE today to access all of the modules. SIGN UP HERE

National Standards and Outcomes Focus for Bat and Ball

Standard 1. Motor Skills and Movement Patterns

• Standard 1 [E14.3-5b] Throws overarm, demonstrating three of the five critical elements of a mature pattern, in non-dynamic environments, for distance and/or force (3); Throws overarm using a mature pattern in non-dynamic environments (4a); Throws overarm to a partner or at a target with accuracy at a reasonable distance (4b); Throws (overarm) using a mature pattern in non-dynamic environments, with different sizes and types of objects (5a); Throws (overarm) to a large target with accuracy (5b).
• Standard 1 [E16.3-5] Catches a gently tossed hand-sized ball from a partner, demonstrating four of the five critical elements of a mature pattern (3); Catches a thrown ball above the head, at chest/waist level, and below the waist using a mature pattern in a non-dynamic environment (4); Catches a batted ball above the head, at chest/waist level, and along the ground using a mature pattern in a non-dynamic environment (5a); Catches with accuracy, both partners moving (5b); Catches with reasonable accuracy in dynamic, small-sided practice tasks (5c).
• Standard 1 [E25.3-5b] Strikes a ball with a long-handled implement, sending it forward, while using proper grip for the implement (e.g., hockey stick, bat, golf club). Note: Use batting tee or ball tossed by teacher for batting (3); Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis/badminton racket), while demonstrating three of the five critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane, and follow-through) (4); Strikes a pitched ball with a bat using a mature pattern (5a); Combines striking with a long implement with receiving and traveling skills in a small-sided game (5b).

Standard 2. Concepts, Principles, Strategies & Tactics

• Standard 2 [E3.3&5a-c] Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher (3); Applies movement concepts to strategy in game situations (5a); Applies the concepts of direction and force to strike an object with a long-handled implement (5b); Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice task/game environments, dance and gymnastics (5c).
• Standard 2 [E5.5c] Recognizes the type of throw, volley, or striking action needed for different games/sports situations (5c).

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Baseball Lesson Plans and Activities for PreK-12

About This Collection

A homerun for prek-12 students baseball, america's favorite pastime , is also a great theme for cross-curricular prek-12 lesson plans. use this curated share my lesson collection to get students interested in subjects of all kinds: english language arts, math, science, social studies, physical education and health. the origins of america's pastime.

What did baseball look like before the worldwide phenomenon it was today? Where did it come from? Check out the video below and see what a typical game of baseball was like in 1861!

Your Summer of Learning

Looking for summer PD hours, ideas for back to school, or just ways to relax? Visit Share My Lesson's Summer of Learning page for upcoming summer webinars, teaching resources, blogs, self-care ideas and more.

Catching the Moon read by Kevin Costner & Jillian Estell

Activity | Grades 2-4

Catching and Throwing

Lesson Plan | Grades 3-5

The Negro League Baseball: Shattering Segregation

Lesson Plan | PRE-K, Grades K-12

Mapping Baseball

Lesson Plan | Grades 6-12

Labor History: Hardballs and Handshakes

Article, Lesson Plan | Grades 9-12

Baseball Saved Us - Teacher's Guide

Lesson Plan | Grades 3-8

This resource appears in the following places

Summer of Learning: Lesson Plans and Professional Development

54 Resources

Top 2017 Resources: Best SML Lesson Plans

45 Resources

Physical Education Lesson Plans and Resources for PreK-12

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THE HALL OF FAME REMEMBERS WILLIE MAYS

Mays passed away Tuesday, June 18, at the age of 93 – leaving behind a legacy of greatness.

Today's Hours: 9 A.M. - 7 P.M.

EDUCATION CURRICULUM

The Museum currently offers 15 baseball-themed curriculum components that provide interactive and meaningful learning engagement.

WELCOME TEACHERS

Click on the subjects below to find FREE Lesson Plans for use in your own classroom. Each program includes directions, activity suggestions, and handouts that you can adapt to enrich your on-site field trip or virtual field trip experience with the Museum. They can also be used independently to help you teach a variety of subjects using baseball as a catalyst.

MATHEMATICS

STATISTICS: BATTER UP!

Examine how everyday mathematical concepts apply to baseball and the real world.

GEOMETRY: CIRCLING THE BASES

Examine how everyday geometric concepts apply to baseball and the real world.

ECONOMICS: BUSINESS OF BASEBALL

Goods and services, supply and demand, business competition.

SOCIAL STUDIES

WOMEN'S HISTORY: DIRT ON THEIR SKIRTS

Discuss how female baseball players have challenged gender stereotypes.

CIVIL RIGHTS: BEFORE YOU COULD SAY "JACKIE ROBINSON"

Introduction to racial segregation and its impact on baseball and American society.

CULTURAL DIVERSITY: DIVERSITY IN THE DUGOUT

Recognize that the diversity of baseball makes the game stronger.

SOCIAL STUDIES CONTINUED

LABOR HISTORY: HARDBALLS AND HANDSHAKES

Behind the big salaries are complex negotiations between labor and management.

GEOGRAPHY: BASEBALL COAST TO COAST

Appreciate and understand the role of geography in professional baseball.

POPULAR CULTURE: TAKE ME OUT TO THE BALLGAME

Recognize that the experience of baseball involves many aspects of popular culture.

PHYSICAL SCIENCE: SCIENCE ON THE SANDLOT

Examine historical aspects and physical forces involved in playing baseball.

HEALTH SCIENCE: BE A SUPERIOR EXAMPLE (BASE)

Gain an overall awareness of how the decisions they make affect their physical, mental and social well-being.

INNOVATION: TOOLS OF THE TRADE

Examine historical artifacts and modern-day baseball equipment.

ARTS & CHARACTER EDUCATION

LEADERSHIP: LEADING OFF

Win or lose, leaders in baseball and other arenas display a consistent set of ethics and values that influence the real measure of their lives.

COMMUNICATION ARTS: GOING! GOING! GONE!

Students explore changes in sports journalism and the media over the last two centuries.

CHARACTER EDUCATION: THE IRON HORSE

Character attributes such as perseverance, courage, humility, respect, leadership and citizenship are highlighted.

ADDITIONAL FIELD TRIP PROGRAMS

These programs are only available as part of a field trip. 

HOW THE HALL OF FAME WORKS

Designed for students in grades 4-12, this program features an in-depth virtual tour of the Museum, an examination of how artifacts are obtained and processed, and an explanation of the Hall of Fame’s rules for election. Students will learn about exhibits that explore Black history, Latino history, and women’s history. They will also learn how artifacts from current events, including the World Series, come to Cooperstown.

AVAILABLE ONLY AS A VIRTUAL FIELD TRIP

AMERICAN HISTORY THROUGH BASEBALL UNIFORMS

Designed for students in grades 6-12, this program studies the history of baseball uniforms and how uniform changes often reflect key events in American history during the 20th and 21st centuries. Students will learn about the early use of wool uniforms, the addition of a “Health” patch during World War II, the influence of color television on the appearance of uniforms, and the adoption of polyester as the fabric of choice over wool and flannel.

POP CULTURE THROUGH BASEBALL CARDS

Designed for students in grades 6-12, this program offers insight into American popular culture through the history of baseball cards and the application of baseball terminology to everyday conversation. Students will learn about the effects of the Civil War on the growth of baseball, the creation of tobacco and gum cards, the role of Topps executive Sy Berger in baseball cards' popularity, and the way that cards reflect changes in fashion and lifestyle. Students will also learn popular baseball terms and phrases and how they are used as part of language in everyday settings.

LIBRARY EXPERIENCE PROGRAM

This program allows K-12 students and teachers the opportunity to utilize the resources of the Giamatti Research Center during their visit to the National Baseball Hall of Fame and Museum. Program options include a meet and greet with a member of the Hall of Fame's research team, an introduction to archival and primary research and time for students to research a topic selected by their teacher. 

AVAILABLE ONLY DURING IN-PERSON FIELD TRIPS

PLAN A FIELD TRIP

The National Baseball Hall of Fame and Museum proudly presents fun-filled, content-rich experiences for students from grades 3 to 12. Our field trips are all aligned with National Learning Standards. 

Across our three floors of exhibit space, you will experience baseball history through artifacts on display, which showcase the important individual and team moments on the field as well as the game's monumental impact on our society. 

PLAN A VIRTUAL FIELD TRIP

The next best thing to visiting the National Baseball Hall of Fame Museum is participating in a Virtual Field Trip. The Museum's award-winning programs bring the wonders of Cooperstown to the classroom.

Baseball Lesson Plans

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UBC Health Outdoor and Physical Education (HOPE)

Striking/fielding lesson plan.

Emily Mills

Sonya Gaia-Maretta

Lesson Plan: Striking/Fielding

Class :  Grade 2                                                                                                          

The objective is to teach students where to hit a ball, how to cover the field and how to field ground balls. In addition, students build on their previous knowledge of baseball and begin to visually conceptualize how a formal game of baseball is played. Students will also be able to gain confidence and interpersonal skills by working in small groups and playing with the class in an inclusive and non-competitive environment.

B4 demonstrate proper technique for performing specific manipulative movement skills including but not limited to the following: one-handed throw underhand two-handed catch without trapping against body

C1 demonstrate safe behaviours when participating in physical activity (e.g., listening to and following directions, staying within activity boundaries, participating in appropriate warm-up activities, making sure the activity space is free of obstacles)

Equipment Required :

•  Mats (enough for each fielder)
•   Ball (small- one that bounces tennis ball)
•   Soft kicking ball
•  Hula hoops
•  Cones (small)

Safety: mats are too slippery, tennis balls may be too hard (move to softer ball)

Entry Activity:

Musical Hula-hoops: (5 minutes- Pamela will lead)

This is a warm up activity for a grade 2 PE class. Each student grabs a hula-hoop and places it on the ground to form part of a big circle. The teacher plays music and asks the students to dance outside the circle formed by the hula-hoops (with instructions such as dance like a bird, dance like a bunny). After each round, the teacher will remove 5 hula-hoops. Students need to step into one hula-hoop when the music ends. Students may share the hula-hoops when the music ends. We will start with one person per each hoop then go down to 5-6 people per hoop. To meet the needs of the student we will clarify if they understand by asking them. During the activity, we can look for the overall engagement of the students and how well they seem to be interacting with each other.

Skill Development and Practice:

In- Coming: (10 minutes- Pamela will lead and Sonya and Emily will demonstrate)

Divide the class into six groups. Each group will have a hula-hoop in the corner of the gym. In the middle of the gym are a bunch of balls. When the teacher says go, one person from each group will grab a ball from the middle of the gym and throw it down to each player and the last player will put the ball in the hula-hoop. (students cannot form one line and pass, they should be diagonal from each other). That person will then run to the front of the line and grab a ball and throw it down the line. Each player on your team has to have a chance to be it. The first team to get all of their balls in the hula- hoop wins. This allows your students to practice throwing while working as a team. This prepares them for the next activity by using teamwork, throwing and running skills.

Culminating Activity :

Striking Game: (15 minutes- Sonya will lead and Pamela and Emily will demonstrate)

This is a game that all students participate. There are three parts to this game. First, you will have fielders who each have a mat in the open gym and then you have the batters who are standing against a wall with a ball. When the music starts the batters throw their ball and try to touch every base with their hand while the fielders collect the ball and run to the wall. When the music stops it means every fielder got a ball and the batter has to quickly find a mat. When that is done each team switches. Now the fielders are the batters and the batters are the fielders. Next, instead of the batters throwing the ball they have to bounce the ball and then run to each base. When that is done you can switch. The final is kicking a ball. In this exercise batters are practicing how to run to different bases and the fielders get to practice catching balls in the air, catching them while they are bouncing or rolling on the ground. During the game, we will watch for how strong students are able to throw the ball and their ability to navigate and run to different bases.

Yoga: (5 minutes- Emily will lead)

Stretching exercises to cool down their body. Ask students how they felt about the activity and reflect on different strategies that they learned.

Meeting the needs of diverse learners

Physical: use music and rhythm skills, develop specialized skills (throwing, catching and bouncing)

Cognitive: have games that everyone can participate in, allow students to be creative in their animal choices. Be able to have an abstract conception of how baseball is structured (batters and fielders).

Affective: Use entire group sparingly and allow every student to feel included in the activities. Play in smaller groups initially to increase teamwork and play in a non-competitive larger class game which allows students to develop baseball skills without comparing themselves to others.

Modifying/adapting lesson:

Students are able to run at their own pace. It is not a competition on how many bases you can get. If students find that the little tennis balls are too hard to throw we can move to bigger balls.

Evaluation Strategies:

Observation -observe students level of engagement and confidence, cooperation in small groups and the ability to throw and run bases as they’re performing the activities

. Self-Reflection -ask the students about their general knowledge of baseball (ie. batters and fielders) as well as reflect on the strategies they learned during the activities. Receive students feedback about how the activities went and engage them in the learning process.

Assessment tool: (Source: http://www.sparkpe.org/wp-content/uploads/2009/11/K2_CaT_Rubric.pdf )

References:

Lewis, Brian. (2011, January 20) “ Modified Striking Games for Elementary Physical Education”  Retrieved from https://www.youtube.com/watch?v=rBV7UhjJ2_w

Orphea. Play sport (2014) Retrieved from www.playsport.net/activity/coming

Wenzel, S. (2011, December 5). Classroom Yoga (Classroom Activity Breaks).  Retrieved from https://www.youtube.com/watch?v=ZeXuf7sOpzA

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UBC Health Outdoor and Physical Education

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• Sport-Specific Topics
• Baseball: How to Practice Without a . . .

Baseball: How to Practice Without a Field

Have you ever shown up for baseball practice only to find out the field is already occupied or otherwise unavailable?

If so, don't just send everybody home. With a little flexibility, you can practice on a grass field, an asphalt surface or even your school parking lot.

Soft Balls - The Key to Alternate Practice The key is to always have some soft balls or whiffle balls available. That way, you can practice in parking lots, asphalt courts, gravel school grounds or areas with nearby windows.

Whiffle balls can present special challenges to your batters because of their ability to curve when pitched. If you don't believe me, check out the whiffle ball video featured in the following PE Update Newsletter:

//www.physicaleducationupdate.com/public/294.cfm

You can also use such sessions to practice techniques you might normally spend less time on, such as bunting or baserunning. A few bunting drills plus some work on baserunning timing can fill up your practice time and pay huge dividends in the next game.

Reference : Marty Schupak, "Practice When No Field is Available." Baseball Tips.com, 10/8/07. http://www.baseballtips.com/schupak_nofield.html

To download the pdf version of this article, click here: Download Now

© 2017, Physical Education Update, www.peUpdate.com

• Baseball/Softball: How to Videotape Opposing Pitchers for Your Baserunners
• Baseball: How to Buy Baseball Gloves for Physical Education Classes and Varsity Teams
• Baseball: Tips to Avoid Bunting Into Foul Territory
• Baseball/Softball: The Blink Drill Improves Vision in Catchers
• Baseball/Softball: Pitching Machines Versus Human Pitchers
• Baseball/Softball: Curve Balls Can Be Hit Farther Than Fastballs
• Baseball/Softball - Baserunning Dugout Drill
• Baseball/Softball - Don't Warm Up With Weighted Bats

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Standards for Health Education

Standards-based health education helps ensure curricula and instruction are designed to establish, promote, and support health-enhancing behaviors for students in all grade levels – emphasizing planned, sequential learning from pre-kindergarten through grade 12. Health education standards outline what students should know and be able to do by the end of specified grades, serving as a valuable tool for schools in selecting, designing, or revising curricula. 1

Multiple professional organizations working in health education have recent or current efforts to update standards for health education. Versions of these standards are available here  and here . CDC will be reviewing its tools and resources for schools to determine if updates to CDC materials are needed to reflect any recent or upcoming changes to standards-based health education.

Although learning standards provide a framework for health education, teachers, administrators, and policymakers, should also take into account the characteristics of an effective health education curriculum.

• Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool, 2021, Atlanta, GA: CDC; 2021. https://www.cdc.gov/healthyyouth/hecat/pdf/2021/full-hecat-2021.pdf [PDF – 19.2 MB]

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Meet five bachelor of education students

As San Jacinto College launches a new Bachelor of Applied Science in Early Childhood Education degree, meet five of the students currently set to start the program this fall.

Bertha Cortez

Bertha was initially working on her education pathway at a university, but when she heard San Jac was offering a Bachelor of Applied Science in Early Childhood Education, she knew she had to transfer back. San Jac is closer to home and more accommodating to her schedule and needs. She also decided to join the program because she works for Pasadena Independent School District, and the two institutions work closely together.

Her dream has always been to become a teacher, inspired by the support she received from her dedicated teacher after moving from Mexico at twelve years old. This journey hasn't been easy, but her supportive parents keep her motivated. She wants to make an impact on students' lives the way her teacher made an impact on her.

After completing her BAS at San Jac, Bertha hopes to get a job at in a Pasadena school teaching Pre-K, kindergarten, or any grade up to second. She also plans to explore special education since she currently works as a paraprofessional in a SPED classroom and loves helping students with special needs.

Bertha currently holds an associate degree in child development/early childhood education, and two certificates in educational aide and child development/early childhood education, all from San Jacinto College.

Bertha feels fortunate that her parents have been a huge support, and are helping her with her children since she started college at San Jac. She also feels well supported by the San Jac staff, they are happy to assist her and answer her questions. Her schedule is always crazy and busy, but she knows it will all be worth it one day. Bertha loves coffee, listening to music, and going for walks and runs after long days of work, studying, and being a mom. She is grateful to everyone at San Jac for their help and support throughout this journey.

Bianca Gaviria

Grants from FAFSA and VA funding have covered all her classes and supplies, allowing her to focus fully on her studies.

In her spare time, Bianca enjoys tending to her plants, going to the gym, and playing outdoors with her pets. She currently works part-time as a STEM instructor for a small company, providing lessons in different schools, districts, and community centers, which allows her to work with children from different backgrounds.

After completing her degree, Bianca plans to work on her teaching certification to become a special education teacher.

Maria Cortez

Maria chose the Bachelor of Applied Science program at San Jac because it seemed like a more affordable and convenient path to becoming a teacher. Once she completes her degree, she plans to become a classroom facilitator and take her exams to become a certified teacher. Financial aid has been extremely helpful, covering her tuition and books and making this journey possible.

Growing up, it was Maria, her parents and one sister and one brother. In the first grade, her parents decided to move to the United States, which was tough at first because the kids had to learn a new language. Thanks to her wonderful teachers, Maria not only learned English, she was inspired to become a teacher herself.

She currently works in the Pasadena district as a special education paraprofessional. She started as a substitute teacher, and after two months, she was offered a full-time position. Maria also earned her Associate of Applied Science at San Jac. She loves working with children and watching them grow and learn. She also enjoys spending time with her family and going shopping.

Overall, her time at San Jac has been incredibly rewarding, and Maria can't wait to continue her journey towards becoming a certified teacher.

Joining this program at San Jacinto College offered Patzy numerous benefits, including career advancement, an industry-relevant curriculum, and flexible scheduling. After completing her degree, she hopes to qualify for higher-level positions within the Pasadena school district and further her education with a master's degree to continue building her expertise and advancing her career.

Receiving scholarships has significantly impacted Patzy's educational journey by alleviating financial stress, allowing her to focus more on her studies. Scholarships have played a crucial role in enabling her to pursue and achieve her educational and career goals more effectively.

Patzy is juggling working fulltime, attending classes and being a mom of two boys.

Priscilla Alverio

After applying to University of Houston-Clear Lake for a bachelor's degree in teaching, Priscilla was advised to take additional transferable classes at San Jacinto. She then began another associate's degree in teaching and became a third grade English, language arts and reading teacher at Beta Academy. When she learned about the bachelor's degree being offered at San Jacinto, she found that it was exactly what she needed.   She realized she had most of the required classes and it was more affordable than a university, especially as a single parent.

Priscilla loves the professors at San Jacinto, who truly care about their students' education. After completing her degree, she hopes to become a certified teacher, work toward advanced degrees, and eventually run a bilingual school.

She is mother to a seven-year-old son and enjoys spending time outdoors, and focusing on her mental and physical health. Her family and friends are very supportive and play a huge part in her life.

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