Form 11.

1: Tactical Skill Development Plan

Develop a plan for teaching a tactical skill in your sport by completing each of the following steps:

Step 1: Identify the important decisions your players need to make as they play the sport. This is a
tremendously valuable exercise that you can use for as long as you coach. If you have little experience
with the sport, you will still be able to identify the important decisions in several ways. Observe play to
see where athletes make tactical rather than technical errors. These are the decision-making situations.
If you are unable to identify these tactical errors, ask highly experienced athletes and coaches to do so.

Describe a specific tactical decision athlete must make in your sport.

A specific tactical decision that athletes must make in the sport of baseball is the understanding of how
to perform a hit and run during different situations. There are two specific roles that correlate with the
hit run the batter and runner.

Step 2: Determine what knowledge your athletes need to make a good decision regarding the
situation described in step 1. What rules do your athletes need to know to make a good tactical
decision? The knowledge in which my athletes need to make a good decision regarding the situation is
that the batter must understand in the early part of the game if they runner has the base stolen they do
not have to swing; unless they know that they can hit the pitch somewhere hard on the ground.
However, in late games situation the batter is to swing no matter what to protect the runner as they try
to steal the bag. As a runner, their job is to make sure the pitcher is going towards home plate before
making a break towards the base.

What should your athletes know about your strategic or game plan that is pertinent to this tactical
decision?

The athletes should know the situation, the opposing teams’ personnel, and the roles of both
the batter and runner.

What playing conditions should your athletes be aware of that may influence their tactical decisions?”
How would these conditions influence them?

The playing conditions that my athletes should be aware of is the playing surface. If the playing surface
is wet and soft then the runner does not have good traction which prevents them from getting the
necessary jump needed to steal the base. Thus, changing the role of the batter to them swing to protect
the runner.

1 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
What strengths and weaknesses of the opposing athletes or team do your athletes need to know about
to make this tactical decision?

The strengths of the opposing athletes that must be known are the pitchers speed to home plate, type
of pitches the pitcher throws, catchers pop time and arm strength.

What factors should be considered in your athletes’ evaluations of their own strengths and weaknesses?

The factors that should be considered in your athletes’ evaluations of their own strengths and
weaknesses are their speed, bat control,

Step 3: Identify the cues in the situation that your athletes should and should not attend to, and help
them interpret these cues to decide on a likely course of action. This is difficult to do. Becoming a keen
observer of the sport, consulting your more skillful athletes, consulting experienced and successful
coaches, and reading the technical literature in your sport are all ways to learn the cues to which players
should attend in each decision-making situation.
Cues to which your athletes should attend Cues to which your athletes should not attend
Sliding up to front of the box
Opposing Teams Placement
Runners Lead Small Lead

Swing at Pitches out of the strike zone

Swing at Fastballs located within the strike zone

Step 4: Identify the appropriate tactical options, guidelines, or rules your athletes should follow to
make this tactical decision. When players read the situation in a certain way, what tactical options are
available to them? Is there a preferred tactical response? (As in step 2, you can identify these tactical
options through your own critical observation or by consulting highly skilled athletes and coaches.)

1. Batter surveys the field

2. Runner times up the pitcher from the mound to the plate

3. The runner's break for second base, as on a stolen base attempt

4. The batter hits a hard ground ball at a fielder moving the runner from position to another.

Step 5: Find or design at least one practice contest that gives your athletes the opportunity to work on
reading the situation and selecting the appropriate tactic. This is where the games approach is at its
best. By learning to identify the decision-making points in step 1, you can design practice conditions to
give your athletes practice in developing their perceptual skills. Often the practice contests you design
will give athletes an opportunity to practice more than one decision-making skill. Describe the game
here.

2 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
The practice that gives the opportunity to work on reading the situation will be game like scenarios. The
coach would host a modified scrimmage with the coach pitching the ball. The coach would create the
scenario where their batter would be given the inning and how many outs with a runner on first base.
Then the third base coach would give the sign and explain the call. The player would then analyze the
situation based upon the runner and the type of pitch received. The player would either complete the
task or fail the player will be given three opportunities to get the job done then switch with another.

Form 12.1: Technical Skills for Baseball Team

Primary offensive system: __Small Ball________________________

Primary defensive system: _Routine Fundamental Baseball

Core Skills for All Players

Skill Speed
1
Skill Hand-Eye Coordination
2
Skill Strength
3
Skill Footwork
4
Skill Agility
5
Skill Catching
6

Core Skills for Specific Positions

Position 1: Pitcher
Skill Balance
1
Skill Body Control
2
Skill Footwork
3
Skill Hand-Eye Coordination
4

Position 2: Infielder
Skill Agility
1
Skill Footwork
2

3 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Skill Accuracy
3
Skill Catching
4

4 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Position 3: Outfielder
Skill Footwork
1
Skill Running
2
Skill Accuracy
3
Skill Catching
4

Advanced Skills by Position

Position 1:Pitcher
Skill Precision
1
Skill Baseball IQ
2
Skill Control
3
Skill Deception
4

Position 2: Infielder
Skill Quick Hands
1
Skill Baseball IQ
2
Skill Ball Recognition
3
Skill Vision
4

Position 3 Outfielder
Skill Arm Strength
1
Skill Accuracy
2
Skill Route Running
3
Skill Gap to Gap Speed
4

5 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Form 12.2: Technical Skill Instruction Form

6 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
 Throwing a Baseball
Skill name

Position (if any) Outfield

Core Advanced Offensive Defensive

Skill type X X

Skill description Throwing a baseball overhand from one teammate to another teammate.

Key teaching
points 1. Side to Your Target
2. Arm is an uppercase “L”
3. Step with opposition
4. Throw
5. Follow Through

Common errors Stepping with the wrong foot- Breakdown the motion from fast to slow to
and how to fast
correct
Poor Follow Through – Towel Drill to practice ripping down through the
baseball

7 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
References

Form 12.3: Identifying and Evaluating the Skills You’ll Teach

Step 1 Step 2

Skills identified Essential skills to evaluate Skill rating

Weak Strong
Technical skills
Skill 1: Running Yes No 1 2 3 4 5
Skill 2: Catching Yes No 1 2 3 4 5
Skill 3:Throwing Yes No 1 2 3 4 5
Skill 4:Agility Yes No 1 2 3 4 5
Skill 5:Footwork Yes No 1 2 3 4 5
Skill 6: Hand-eye Coordination Yes No 1 2 3 4 5
Tactical skills
Ability to read the situation Yes No 1 2 3 4 5
Knowledge of the rules Yes No 1 2 3 4 5
Knowledge of team strategy Yes No 1 2 3 4 5
Knowledge of opponents Yes No 1 2 3 4 5
Knowledge of self Yes No 1 2 3 4 5
Knowledge of tactical options Yes No 1 2 3 4 5
Decision-making ability Yes No 1 2 3 4 5
Physical training skills
Strength Yes No 1 2 3 4 5
Speed Yes No 1 2 3 4 5
Power Yes No 1 2 3 4 5
Endurance Yes No 1 2 3 4 5
Flexibility Yes No 1 2 3 4 5

8 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
 Quickness Yes No 1 2 3 4 5
Balance Yes No 1 2 3 4 5
Agility Yes No 1 2 3 4 5
Other Yes No 1 2 3 4 5
Mental skills
Emotional control—anxiety Yes No 1 2 3 4 5
Emotional control—anger Yes No 1 2 3 4 5
Self-confidence Yes No 1 2 3 4 5
Motivation to achieve Yes No 1 2 3 4 5
Ability to concentrate Yes No 1 2 3 4 5
Other Yes No 1 2 3 4 5
Communication skills
Sends positive messages Yes No 1 2 3 4 5
Sends accurate messages Yes No 1 2 3 4 5
Listens to messages Yes No 1 2 3 4 5
Understands messages Yes No 1 2 3 4 5
Receives constructive criticism Yes No 1 2 3 4 5
Receives praise and recognition Yes No 1 2 3 4 5
Credibility with teammates Yes No 1 2 3 4 5
Credibility with coaches Yes No 1 2 3 4 5
Character development
Trustworthiness Yes No 1 2 3 4 5
Respect Yes No 1 2 3 4 5
Responsibility Yes No 1 2 3 4 5
Fairness Yes No 1 2 3 4 5
Caring Yes No 1 2 3 4 5
Citizenship Yes No 1 2 3 4 5
Maturity and experience Immature Fully
mature

Physical maturity 1 2 3 4 5
Emotional maturity 1 2 3 4 5
Social maturity 1 2 3 4 5
Playing experience 1 2 3 4 5

Form 12.4: Evaluating Your Team Situation

How many practices will you have over the entire season, and how long can practices be?

9 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
There will be about 20 practices over the entire season and they will last about an hour and a half
to two hours.

How many contests will you have over the entire season?

There will be 24 regular season games and 12 post seasons games if the team makes it to the
championship game.

What special events (team meetings, parent orientation sessions, banquets, tournaments) will you
have and when?

The special events that will be have will be parent orientation session in the beginning in the year,
weekly team meetings held on Wednesdays during lunch, lastly there will be a end of the year
sports banquet.

How many athletes will you be coaching? How many assistants will you have? What is the ratio of
athletes to coaches?

The number of athletes I will be coachin will be 15 to 20 . I will have four assitants. The ratio to
players is 1 coach per every five athletes.

What facilities will be available for practice?

The facilities that are available for practice are the batting cages, weight room, and baseball field.

10 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
What equipment will be available for practice?

The equiptment that will be available for practice are the balls, catchers equiptment, baseball
helmets, and extra pants if necessary.

How much money do you have for travel and other expenses?

The amount of money for travel and other expenses is about 500 dollars.

What instructional resources (videos, books, charts, CDs) will you need?

The instructional resources needed are video cameras to monitor and analyze practice.

What other support personnel will be available?

The athletic director as well as the athletic training staff.

What other factors may affect your instruction plan?

N/A

Form 12.5: Identifying and Evaluating the Skills You’ll Teach

Step 1 Steps 2-4

Skills identified Teaching priorities Readiness to learn Priority rating

Technical skills
Skill 1: Running Must Should Could Yes No A B C
Skill 2: Catching Must Should Could Yes No A B C
Skill 3:Throwing Must Should Could Yes No A B C

11 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Skill 4:Agility Must Should Could Yes No A B C
Skill 5: Footwork Must Should Could Yes No A B C
Skill 6: Balance Must Should Could Yes No A B C
Tactical skills
Ability to read the situation Must Should Could Yes No A B C
Knowledge of the rules Must Should Could Yes No A B C
Knowledge of team strategy Must Should Could Yes No A B C
Knowledge of opponents Must Should Could Yes No A B C
Knowledge of self Must Should Could Yes No A B C
Knowledge of tactical options Must Should Could Yes No A B C
Decision-making ability Must Should Could Yes No A B C
Physical training skills
Strength Must Should Could Yes No A B C
Speed Must Should Could Yes No A B C
Power Must Should Could Yes No A B C
Endurance Must Should Could Yes No A B C
Flexibility Must Should Could Yes No A B C
Quickness Must Should Could Yes No A B C
Balance Must Should Could Yes No A B C
Agility Must Should Could Yes No A B C
Other Must Should Could Yes No A B C
Mental skills
Emotional control—anxiety Must Should Could Yes No A B C
Emotional control—anger Must Should Could Yes No A B C
Self-confidence Must Should Could Yes No A B C
Motivation to achieve Must Should Could Yes No A B C
Ability to concentrate Must Should Could Yes No A B C
Other Must Should Could Yes No A B C
Communication skills
Sends positive messages Must Should Could Yes No A B C
Sends accurate messages Must Should Could Yes No A B C
Listens to messages Must Should Could Yes No A B C
Understands messages Must Should Could Yes No A B C
Receives constructive criticism Must Should Could Yes No A B C
Receives praise and recognition Must Should Could Yes No A B C
Credibility with teammates Must Should Could Yes No A B C
Credibility with coaches Must Should Could Yes No A B C

12 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Character development
Trustworthiness Must Should Could Yes No A B C
Respect Must Should Could Yes No A B C
Responsibility Must Should Could Yes No A B C
Fairness Must Should Could Yes No A B C
Caring Must Should Could Yes No A B C
Citizenship Must Should Could Yes No A B C

Form 12.6 Practice Plan

Date Practice start time Length of practice
02/02/2021 3:45 2 hrs

Practice Objectives
1
Establish Expectations for the Team
2 Develop a high-energy team centered practice environment to obtain max reps, in as minimal
time.

3 Develop Situational Awareness

4 Develop Team Chemistry

5 Prepare for opponent

6 Have Fun

Equipment
1 Baseballs

2 Baseball Bats
3 Baseball Bases

4 Baseball Helmets

5 Clock

13 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
6 Wiffle Balls

14 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Practice Activities
Time Name of activity Description Key teaching points
Pre- Practice Talk to Team about the objectives for
20 Mins Discussion today
15 Mins Pre – Practice Stretching Routine Full Body Stretching,
Warmups Ballistic and Dynamic
20 Mins Indvidual Fundamental Drill work for Outfield Footwork and Proper
Position Work and Infield Fielding Techinques
Infield/Outfield Full round of Infield /Outfield and Focusing on working
15 Min Second Round switch to their together as a team to
alternate positions work on fielding and
throwing to one another
Bunting/ Hitting Divide team into hitting groups: Focusing on different
30 Min Rounds Each group has 4 rounds each. aspects of hitting which
includes bunting,
• Round 1: Sacrifice Bunts (5 Bunts situational, and free for
each) all.
• Round 2: Bunt for Base Hit (5 Bunts
each)
• Round 3: Situational Hitting (7
swings each)
• Round 4: Free Round- contact
hitting to get on base (7 swings each)
Situational Set players in their infield/outfield Focus should be on both
20 min Situations positions proper base running
• Have 4-5 runners available to during situations, and
simulate game speed situations proper defensive
• Coach will simulate live game positioning play,
situations by hitting ball into play. including proper
coverage, back up
bases, cut-offs and relay
throws.
• Rotate defensive
players and base runners
every 6-9 outs.

15 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Evaluation

Form 14.1: Energy Demands of Your Sport

Position, event, or function Anaerobic fitness Aerobic fitness

L M H L M H
Pitcher

L M H L M H
Catcher

L M H L M H
First Basemen

L M H L M H
Second Basemen

L M H L M H
RightFielder

L M H L M H
Shortstop

Centerfield
L M H L M H

Leftfield
L M H L M H

Third basemen
L M H L M H

L M H L M H

L = low importance; M = medium importance; H = high importance.

16 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Form 15.1: Estimating the Muscular Demands of Your Sport
Position, event, or function Flexibility Strength Endurance Speed Power

L M H L M H L M H L M H L M H
Pitcher

L M H L M H L M H L M H L M H
Catcher

L M H L M H L M H L M H L M H
First Basemen

L M H L M H L M H L M H L M H
Second Basemen

L M H L M H L M H L M H L M H
Right Fielder

L M H L M H L M H L M H L M H
Shortstop

Centerfield
L M H L M H L M H L M H L M H

Leftfield
L M H L M H L M H L M H L M H

Third basemen
L M H L M H L M H L M H L M H

L M H L M H L M H L M H L M H

L = low demand; M = moderate demand; H = high demand.

Form 17.1: Coach’s Attitude Toward Drugs Survey

Circle the response that best represents your attitude about each issue with regard to athletes’ use of
alcohol, tobacco, and illicit drugs in sport.

1. Athletes’ use of illicit drugs at any time

1 2 3 4 5
Not opposed Opposed Strongly opposed

17 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
 2. Athletes receiving special consideration from coaches, administrators, and law enforcement
officers if caught using illicit or performance-enhancing drugs
1 2 3 4 5
Not opposed Opposed Strongly opposed

3. Athletes’ use of drugs that are banned by a regulating sport-governing body

1 2 3 4 5
Not opposed Opposed Strongly opposed

4. Athletes’ use of these banned substances even when participating in competitive events in
which no rules against the use of these drugs exist
1 2 3 4 5
Not opposed Opposed Strongly opposed

5. Use of tobacco when an athlete is a minor

1 2 3 4 5
Not opposed Opposed Strongly opposed

6. Use of tobacco when an athlete is an adult

1 2 3 4 5
Not opposed Opposed Strongly opposed

7. Allowing the use of tobacco and alcohol by adults at sport events in which minors are
participating
1 2 3 4 5
Not opposed Opposed Strongly opposed

8. Use of alcohol when an athlete is a minor

1 2 3 4 5
Not opposed Opposed Strongly opposed

9. Use of alcohol when an athlete is an adult

1 2 3 4 5

18 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
Not opposed Opposed Strongly opposed

Form 20.6: Emergency Plan for Baseball

Immediate actions:
1. Head coach Stacy Green will stay with the athlete and keep her calm. She will also keep other
nonmedical personnel away from the area.
2. No one will move the injured athlete until the possibility of serious injury (especially head, neck,
or back injury) has been ruled out. If Coach Green decides that it is safe to move the athlete, she
will be moved only after all injuries have been stabilized. Procedures covered in first-aid training
will be used.
3. Coach Green will provide first aid until medical assistance arrives.
4. Assistant coach Darius Washington will summon the school nurse or contact the emergency
medical system (EMS) immediately.

If the EMS is activated:

1. The EMS phone number is 555-1234. A cell phone will be accessible at all times.
2. Coach Washington will give the following information to the EMS dispatcher:
a. Her name, her position, and the school name
b. The athlete’s name, age, and suspected injury
c. The address of the field and directions for access
d. Any additional information requested
Important: Coach Washington will not hang up until the EMS dispatcher has hung up.
3. Coach Washington will then go to the school entrance to direct medical personnel to the field.
4. Student manager Jalen Jackson will pull the athlete’s emergency card, which includes phone
numbers for parents and important medical history information. She will also note the names of
adult witnesses to the injury for the injury report form.
5. Coach Green will contact the parents as soon as the medical personnel have examined the
athlete and prepared her for transport to a medical facility. The athlete will be transported to
the medical facility only in an EMS vehicle. School or personal vehicles will not be used.
6. Coach Green will then inform the athletic director of the activation of the emergency plan.

In any injury situation:

1. Coach Green will complete the injury report. Names of adult witnesses were previously taken by
Jalen Jackson. This information should be included on the report.
2. Coach Green will file copies of the injury report form with the athletic director, principal, and
school nurse. She will keep one copy on file with the team records and another as a personal
record.
3. Coach Green will follow up with medical personnel to determine any role she will need to play
in the recovery and rehabilitation process.

Important phone numbers:

EMS dispatcher: 911 Principal: (803) 652-6578
Fire department: 911 Athletic director: (803) 574-7444
Police department: 911
School nurse: (803) 598-3244

19 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).
20 From R. Martens, 2012, Successful coaching, 4th ed. (Champaign, IL: Human Kinetics).