Week 22 Striking with a Bat





Striking Balloons with an Implement – Bat


Equipment Needed

Control Cones, Hoops, Balloons, yarn balls or Whiffle balls, Whiffle bats or a pool foam bat, Buckets.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes


  1. Demonstrate the correct way to hold a bat, or foam noodle!
  2. Hit the ball without hitting the cone at least 2 times.


  1. Describe the hand positions on the bat for the most control and force


  1. Have Fun
  2. Play safe.





Entrance Routine
Welcome, stand in an own space inside the boundaries.  
Part 1



Warm up with a travel/stop song.  Encourage the children to try different levels, directions and different body parts to travel in and on!  Emphasize safety, looking where you are moving to and looking for open spaces as they travel.

When I say go, stand by a cone on the sidelines.  There will be two people standing by each cone.

One person at the cone will go get the balloon (ball) and the other person will get the bat (noodle).  The person with the ball will stay at the cone with the bat and ball.  The person who got the bat will be the first fielder!  You will all get a turn to bat and to field.

Part 2

New skill or concept

Last week you practiced striking a balloon and small ball with your hand, (and maybe a racket).  Today you will practice striking the balloon and a ball with a bat!

One partner hits 3 balls (one at a time) off the tee (which is one of the 24-inch rainbow cones), while the other partner fields them.  The fielding partner should field all three balls, holding them until all 3 have been hit, and then bring the balls into the tee, trading places with the hitter. The GDS questions will guide the students through hitting a ball.

Following are safety rules you must insist your students follow.

  1. Only the batter may be standing near the tee.
  2. Each batter should take three hits from the tee and then run out to the field.
  3. When the batter finishes batting, they will place the bat on the ground and run out to the field, tagging the player that should run in to bat next.
  4. Continue rotating around in order, taking turns batting until the teacher gives the signal to stop.
  5. Watch out for other groups, Players and whiffle/yarn balls.


Remember, each GDS question should be asked to the entire class, and then allow the class (both partners) to work on the question before answering the question. During the time the students are working on the question the teacher should walk around and work with students individually. After a few minutes, stop the class and allow a few students to answer. Be sure you get mostly correct answers. If you don’t, then you must find a way to reword the question so the students can work on it again. Be sure most of the students have the concept from the question before you move on to the next question.


Each player will get three (3) hits each, then rotate through again. Hit the ball off the tee. Do not go up to the tee unless you are the batter. The fielder that will bat next can bring the balls up to the tee for their turn at bat.

Guided Discovery Questions:

  1. Where do your eyes look as you are swinging the bat to hit the ball? (At the ball)
  2. To get the most power, how should you hold your hands on the bat? (Hands together, strong hand on the top & weak hand on the bottom)
  3. To get the most power where on the bat should your hands be? (Toward the bottom of the bat)
  4. How should your arms look when you actually hit the ball? (Extended straight out over the tee)
  5. What can your weak leg do to help you get more power and direct where the ball will go? (Step into the hit, in the direction of where the ball should go)
  6. What should your strong foot do to help keep you stable as you hit the ball? (Stay planted)
  7. As you begin the swing, which leg is holding most of your weight? (Strong/back leg)
  8. As you follow through the swing, which leg takes the weight of your body? (The front leg)
  9. Which surface of your body begins facing the pitcher? (The weak side) Which surface of your body finishes facing the pitcher? (The front surface)
  10. Where on the ball should you make contact if you want the ball to go on the ground? (On top of the ball)
  11. Where on the ball should you make contact if you want the ball to go up in the air? (Underneath the ball)
  12. Where on the ball should you make contact if you want the ball to go straight out like a line drive? (In the center of the ball)
  13. If you want the bat to swing level with the ground, what part of your body should bend in order to adjust to the height of the ball? (The knees)
Have the control cones set up on opposite sides of the boundaries.  If possible enough for every two children.

Be sure to spread the tees out far enough apart, so that walking and swinging will not interfere with the other tees. This will allow the activity to be self- directed and you will not have to start and stop the groups for each round of hitting. It will also enable you to walk around and teach instead of watching all the time for the students to be ready to rotate to the next hitter. It is ok to set the tees out on the outside of the boundaries and hit into the middle. It will allow you to have nine tees on each side of the field, and the students hitting are on the outside, while the students fielding will all be on the inside. This should only be done if there is at least a basketball court length between them. You can set the tees on mats. Then if a tee is knocked over, the students will know where to set it up again.

This lesson will take place over two full lessons.  Use the questions that focus on the placement of the ball for the part two of the second lesson.

If you are indoors, begin with the balloons.  They are bigger and easier to hit!  They can swing hard and there are no worries that the balloon will hurt someone!

Put away all but one ball and get a spot and a Bucket.  Put your spot 25 steps away from the cone and put the bucket on top of it!  
Part 3


One v One t-ball. One player hits the ball and runs around the spot, back to the tee. The fielder runs and gets the ball and throws it from at least 3 steps away (mark it with a hoop, you can let the students decide together in their groups how far they will make the hoop.) into a bucket, before the hitter gets back to the tee.

The runner gets a point if they make it back to the cone before the fielder throws the ball into the bucket.

Rotate fielder and batter after each turn.

Put away your bucket, bat and ball.  Get a mat and put it in our boundaries for stretching.  
Part 4

Stretching & closure

Taking it Home

Cool Down

Choose 3 stretches to do with the class.


Verbally review the points to hitting the ball. Tell the class what a great job they did!



Additional Part 3 Activities

Cone Softball

A cone or bucket is set up approximately 15-25 feet away from the batting tee; the fielder stands in the field behind this cone. The batter scores runs by running continuously between the cone and the tee after he/she hits the ball. One run is scored each time the batter touches the cone or tee.

The batter is out (has to stop running and scoring runs) when the fielder retrieves the ball and runs back to the cone that is 15-25′ away from the batting tee, touches it with the ball, and says out. The batter switches to become the fielder after 2 at bats.