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Play Ball
100 Baseball Practice Games
240 Pages, 7
Play Ball: 100 Baseball Practice Games is the best way to develop players' skills, execution, and on-field team play!
With more than 100 skill-building competitions, Play Ball: 100 Baseball Practice Games covers everything from the fundamentals of fielding, pitching, catching, and hitting to special situations such as rundowns, base stealing, and bunting. You'll even learn how to incorporate the games into team practices to perfect execution and prepare for opponents.
Renowned coach and American Baseball Coaches Association Hall of Fame member Tom O'Connell includes games for individual players as well as group competitions for infielders, outfielders, and pitchers and catchers. Coaching tips and variations also allow the developmental games to be used with beginning, intermediate, and advanced players and teams alike.
From outfielder to catcher, from player to coach, Play Ball: 100 Baseball Practice Games is your guide to more productive and engaging practices, focused play, and on-the-field excellence.
Chapter 1. Throwing Games
Chapter 2. Infield Games
Chapter 3. Outfield Games
Chapter 4. Pitching Games
Chapter 5. Catching Games
Chapter 6. Hitting Games
Chapter 7. Situational Games
Chapter 8. Team Games
Chapter 9. Practice Planning
Tom O'Connell has over 30 years of amateur and professional baseball coaching experience. A Major League Baseball recommending scout since 1986, O'Connell has worked for the Cincinnati Reds, the Los Angeles Dodgers, and the 2008 World Series champion Philadelphia Phillies. A recipient of numerous state and national awards for his coaching, O'Connell was named the 1991 Wisconsin Baseball Man of the Year, elected president of the American Baseball Coaches Association (ABCA) in 2002, named the 2004 ABCA Coach of the Year, and inducted into the ABCA Hall of Fame in 2007.
O'Connell is a contributing writer for the Collegiate Baseball Newsletter and author of numerous articles in baseball publications such as Touching All Bases and the ABCA Quarterly Digest. He also wrote Coaching Youth Baseball and Coaching Baseball Technical and Tactical Skills for the American Sport Education Program.
O'Connell lives in Milwaukee, Wisconsin.
"Amateur baseball has been waiting for a book like Play Ball. Tom O'Connell has done a magnificent job in laying out the practice-to-game concept for the readers."
Ron Polk
Assistant Baseball Coach, University of Alabama at Birmingham
"Tom O'Connell, one of the most respected baseball coaches in the world, has hit a home run with Play Ball: 100 Baseball Practice Games. It should be required reading for every baseball coach on all levels of the game.”Lou Pavlovich
Editor, Collegiate Baseball newspaper
"Coach O'Connell has assembled learning, teaching, and playing all in one book. Play Ball is a must-have for any baseball library, and I have never seen a more comprehensive book that can be used by coaches, parents, and players at all levels and all ages. You will use this book over and over."Tim Saunders
Dublin Coffman High School
2000 USA Baseball Developmental Coach of the Year
Ohio High School Baseball Coaches Association Hall of Fame Member“Making kids comfortable with competing, giving them that feeling that they must do their best and accept the result is the coach’s job. This phenomenon is the subject of Tom O’Connell’s excellent new book Play Ball: 100 Baseball PracticeGames.”
-John Miller
Coach and player for the Brussels Kangaroos
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
Don't use boring drills for baseball practice
The games approach allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
Traditional Approach
Most of us follow a model of practice that has produced great benefits for us over the years. The paradigm of the traditional method is tried and true. Practice starts with a little stretching and a little running. A throwing warm-up follows. Then we pick a skill that we need to work on. Maybe in the last game, the team didn't handle relays and cutoffs well, so in practice we start with a relay drill, focusing on hitting the cutoff, throwing with good technique, getting the feet in position to throw before receiving the ball, and so on. From there, perhaps we move into other drills that cover skills that need retooling—the double play, bunting, pickoffs at second, and so forth. We follow those up with batting practice. We keep everyone busy with stations leading up to hitting on the field. They take 10 cuts, or 15 cuts. During batting practice, we give our pitchers work by having them throw to hitters or letting them throw on the side. After batting practice, we have the daily scrimmage, or we finish up with infield and outfield practice. We might throw in some physical training at the end—running bases, doing sprints—and then everyone grabs a rake. We police the field and then send everyone off to the showers. Some days we eliminate the scrimmage and do more drill work, hoping to get the kinks out of the bad plays that occurred during our last game, but practice is largely the same every day.
This model has worked for many teams. It is organized and moves from point to point well, but it does have shortcomings. For one it overemphasizes mechanical skills. Our players might become better at fielding techniques or double-play pivots or playing the ball off the wall, but at what expense? The traditional approach also puts too much stress on direct instruction. The coach tells players what to do and how to do it. It also relies heavily on the use of drills—usually out of context of the game. Often, the result is that players learn how to do drills well but can't execute the same skill with proficiency in the game. Every coach has seen players jump into the batting cage in practice and tear the cover off the ball on the tees or against the pitching machine but then have trouble making good contact once the game begins. This type of hitter has learned the art of performing well in drills but has not learned how to transfer those technical skills to the tactical situations that they face when at bat during a game. Some people call this choking, but a more accurate description would be a 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 his legs. These examples show that sometimes players haven't been able to translate the work in the cage or during infield drills into game situations. This transfer of learning is a key in education today and should be a key in coaching.
Drills also stand the risk of being boring, especially when repeated without change from one practice to the next. I've seen players going through the motions with a drill even on the first day of practice because, as they say, “We've done this before.”
Drills should have a prominent place in practice, but they should not be the focus. Drills work well at times, especially when teaching a skill for the first time or when trying to lower the risk of injury. Teaching players how to slide or how to drag bunt might fall into this category. The best way to teach these skills would be to (1) explain the skill, (2) model it, and (3) create a drill for the players to work on the skill, all along providing good feedback.
Games Approach
But practice that focuses on drills, live hitting, and scrimmaging does not increase players' baseball sense. The alternative approach, the games approach, helps your players become smarter and puts the coach squarely in the role of facilitator, not commander in chief. This method allows players to learn the game through enjoyable learning activities featuring gamelike practices that create realistic situations through which they can develop baseball sense.
There are three major components in the games approach. The first of these elements is shaping—taking a drill and tweaking it a little so that it fits the purposes of the skill that you want the players to learn. This can be done by changing the rules, changing the number of players involved, changing the size of the playing field, modifying the objective of the game and scoring, or modifying the equipment used. Knowing how the tactic fits into the team's game or season plan also helps players buy into the tactic. Coaches can assist their athletes with this by providing them with clear objectives and explaining how learning these objectives elevates their capability to play and helps their team win games. When play is shaped—say, 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. In short, shaping means redesigning the game.
The second element of the games approach is focusing play. This means that a coach can stop the game at any time to explain a point or correct mistakes in judgment. Using a bunt game as an example, if a fielder in a sacrifice situation bunts the ball back hard to the pitcher, enabling the pitcher to make a play on a lead runner, then the coach can stop the game and point out to the bunter why the bunt was unsuccessful. The player, we hope, will not do the same thing the next time. If a fielder tries to make a play that might be beyond his physical limitations or not appropriate for that moment in the game, the coach can use a freeze replay to put the play into perspective. Freeze replays are crucial to the concept of the games approach. Simply put, they capitalize on teachable moments, the mantra of the classroom, and give the coach an opportunity to put the players and the ball back into the positions where they were when the tactical error occurred and have the players note the situation. Then by questioning players about why they were doing what they were, the coach can let the players come to the realization themselves about why their actions were incorrect. This method gives players the responsibility for solving the dilemma of the situation, which in turn helps them build their baseball IQ.
The final element of the games approach is enhancing play. This goal can be accomplished by challenging players further than they will be challenged in games. Limiting the area into which they can hit or handicapping drills helps keep the games competitive. Using a bunt game as an example again, placing cones on the field to delineate a hitting area further limits and focuses players on their bunting skills. Not allowing fielders to charge, even when they know that a bunt is coming, challenges the defense even more. All games test players' mettle by having them compete against their partners, part of the team, or the whole team. These challenges enhance practice and build players' baseball IQ.
Wild pitch game
This game gives catchers practice in retrieving wild pitches, pitchers chances to cover home plate, and base runners opportunities to be aggressive and try to score.
Age: 12 and older
Skill Level: Intermediate to Advanced
Introduction
Pitchers should always be more focused and careful when a runner is on third base. A mistake pitch in this situation can result in an easy run for the opposition. Catchers also have to be more intent on guarding their castle when a runner is only one base away. Mistakes do occur, however, leading to scrambling situations and plays at the plate. This game serves many purposes. It gives catchers practice in retrieving wild pitches or passed balls, it provides pitchers with chances to cover home plate, and it presents base runners with opportunities to be aggressive and try to score. It also creates a challenging atmosphere between the base runners and the defense.
Equipment
Baseballs, catcher's gear
Setup
- Put a line of runners at third base.
- A batter is in the batter's box and occasionally switches from hitting right-handed to hitting left-handed.
- A coach stands 15 feet (5 m) behind the catcher with several balls in hand.
- A pitcher is on the mound and a catcher in full gear takes a position behind the plate.
- Optional: Place a runner at first base, a shortstop in normal position, and a third baseman in normal position.
Procedure
Start by having the pitcher simulate a pitch and have the catcher drop to his blocking position. When the catcher drops to block, the coach, who is standing in the area behind home plate, tosses a ball somewhere behind the plate to the left or right. The catcher must quickly pop up, turn, retrieve the ball, and throw to the pitcher who covers the plate.
The runner at third base should have a three-step lead. When the coach tosses the ball, the runner breaks for home plate to try to score. After each out or run scored, the runner takes the place of the batter. The batter goes to the end of the line of runners at third, and play continues.
Award the defense 2 points for every out offense 1 point for each score. The first group to score 10 points wins. The coach can make the game more or less difficult depending on where and how hard he tosses the ball.
Catchers, pitchers, runners, and batters should be rotated often to give everyone work. If necessary, coaches could prohibit sliding to lessen the chance for injury.
Variation: Place a runner at first base and fielders at third and short. On each simulated wild pitch, the shortstop breaks quickly for the mound area to back up the pitcher and the runner at first tries to get to third base. Catchers have the option of throwing to third if they have no play on the runner coming home, or in the event of a wild throw by the catcher, the shortstop retrieves the ball and tries to stop the runner from reaching third base.
Coaching Points
- Teach catchers the proper way to retrieve balls, including having them slide while fielding the ball.
- Teach pitchers the proper way to cover the plate. They must break hard to the plate and slow down before they get there to avoid crossing the plate or being in line with the runner.
- Instruct pitchers to yell while running and point in the direction of the ball to help the catcher.
Pick 'Em Drill
View a drill from Play Ball.
Age: 12 and older
Skill Level: Advanced
Introduction
Many coaches are reluctant to have their catchers throw to the bases because of the possibility of throwing errors, especially when a runner is on third base because a mistake in that situation leads to a run. The demands of practice normally leave little time for catchers to work on their pickoff skills. This game, which can easily be played in five minutes each day, gives catchers opportunities to sharpen their throwing skills to first base and third base. It enables them to work on quickening their feet and rapidly transferring the ball from mitt to hand. The key objective is for catchers to make accurate throws to the bases.
Equipment
Cones (tall, if available), baseballs, stopwatch
Setup
- Cones are targets in this game, so use tall ones if available.
- Catchers form a line behind home plate.
- A first baseman and third baseman are at their positions.
- A batter is in the batter's box.
- A feeder or coach stands 20 feet (6 m) in front of home plate.
Procedure
Place cones on both sides of both first base and third base. One cone should be touching the base in foul territory; the other should be no more than 1 foot (30 cm) inside the base parallel to the first cone. These become targets or goals for the catchers. The first and third basemen should be in ready position on the infield grass a few feet (a meter or so) from the foul line. The batter in the box (who does not swing) switches sides after each throw. The catcher is in receiving position behind the plate.
Play begins when the coach or feeder throws a fastball at moderate speed to the catcher. As the ball is thrown, the coach should clearly call the base to which the catcher should throw by saying, for example, “First, first, first.” The catcher should execute the throwing techniques taught by the coach and throw to the base called. Catchers should aim the ball at the goal formed by the two cones at the base. Fielders catch the throws and return the ball to the coach or feeder. Using the cones reminds catchers that their throws will be more effective when kept lower. Give each catcher three throws before switching catchers.
Coaches can devise their own scoring method but should generally follow this format: Balls thrown within the area bounded by, and no higher than, the cones receive five points; balls in the general vicinity but too high or outside the goal earn three points; and any ball that a fielder has to reach for receives one point. Deduct points for wild throws.
Each throw should also be timed with a stopwatch. Keep records and post them to add an element of competition.
Coaching Points
- Remind catchers not to sit on their haunches and to be in the up position when receiving with runners on base.
- Introduce the knee-drop pickoff throw to first for catchers with strong arms. Because many catchers drop to their knees when returning the ball to the pitcher, runners can be lulled into thinking that the catcher won't pick when doing this.
- Teach catchers to swing the left knee in the direction of first base just before it hits the ground and to rifle the ball to first. A good throw can catch runners napping.
- Frequently review the catcher's footwork, transference of the ball, and arm action.
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