CHAPTER 1

SECTION CONTENT

1.1 Introduction

1.2 Its origins

HISTORY OF 1.3 Conclusions

BASEBALL 1.4 Teaching suggestions

1.5 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
 TRAINER'S MANUAL

HISTORY OF BASEBALL

AIM
Identify the origins and development of baseball.

INSTRUCTIONS

Study this chapter so that at the end of it you will be able to:

 Recognize how baseball was created and its evolution.

 Identify where this sport began to be played.
 Identify the objectives of the game.

1.1 INTRODUCTION

Baseball is a sport that is played in many countries around the world by children, adults
and seniors, by simple amateurs and by millionaire professionals. It is known that to
date, more than 100 countries are affiliated with the International Baseball Federation.

It is a game with no time limit, which demands lightning speed and is the only one in
which the defense has the ball. Once the season starts it is so demanding that players
must go out on the field and give 100%, day after day, for six months. In the place where
this sport as we know it today originated, it has been played for over 100 years.

Baseball has its origins in a pastoral game played outside churches; it is a deeply
conservative game, so perfect that it sometimes seems ahead of its time. It is a game
that brings together sons and daughters, parents and grandparents, and helps to
eliminate tensions. Baseball, played well, seems to be the easiest game in the world.

The baseball measures just 9 inches (22.8 cm) in circumference, weighs only 5 ounces
and is made of a cork core wrapped with wool thread, covered with two pieces of
cowhide and hand-stitched with exactly 216 stitches. It travels 60 feet 6 inches (18.44
m) from the mound to home plate, at a speed of close to 100 miles per hour (161 km/h)
and along its path it can spin, curve, break, float, skate, rise or fall.

The bat is made of ash wood, measures less than 42 inches (1.06 m) in length and 2 ¾
inches (6.7 cm) in diameter at most. The batter has only 4 tenths of a second to make
contact with the ball and even the player who misses 7 times out of 10 is considered a
star.

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1.2 ITS ORIGINS

One summer afternoon in 1839 in Cooperstown, on the shore of Otsego Lake in upstate
New York, the students of Otsego Academy were playing a game called Townball
against Green's Select School. The rules of Townball were so vague that all hits were
legal and players sometimes ran over each other.

On that day, somewhere else, a man named Abner Doubleday designed the rules for a
new game which he called Baseball. Doubleday would later become a hero at the Battle
of Gettysburg and his game became America's national pastime, or so the old story
goes.

This story comes from the creative memory of a very old man and was spread by a
sporting goods manufacturer who was very patriotic and determined to prove that
baseball was a 100 percent American invention.

Despite the above, the history of baseball is more colorful and complicated than that
simple story. It is the creation of many minds and many places. Children have always hit
balls and stones with sticks, but baseball's direct predecessors were two English games:
Cricket, a very solemn pastime divided into innings and supervised by umpires, and
Rounders, a game played by children with a stick and ball brought to New England by
the first colonialists. Soon there were many American variations of the game and even
many names such as: "old cat", "one old cat", "two old cat", "three old cat", "sook ball",
"strick ball", "barn ball", "round ball", "base", and finally baseball.

Children played any of these versions in schoolyards, farm fields, and city streets. Ball
was played at Valley Forge by Civil War soldiers; slave children played it in the South,
sometimes using a tree branch as a bat and a walnut covered with strips of rags as a
ball.

The game varied from state to state and city to city, but town ball was the most popular.
According to its rules, the infield was a square, there were no foul lines or fixed positions
on the field, eight to fifteen players participated on each team, but in some places up to
fifty could participate.

The one who pitched the ball was the least important man, his job was only to throw the
ball to the batter who was allowed to ask where he wanted the pitch, whether up or
down, and he could wait as long as necessary until he was given the pitch he wanted.
Only one out was required to change teams, and to get an out, the ball had to be caught
in the air or the runner had to be hit with the ball while running between the bases.

During the summer of 1842, a group of young people began to gather in Manhattan to
play one of the versions of the game on weekends, depending on how many players
were gathered. At first they played in an empty lot at the corner of Madison Avenue and
27th Street, then in a slightly larger space at the foot of Murray Hill.

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On September 23, 1845, apparently at the initiative of a 25-year-old employee named

Alexander Joy Cartwright, 28 members of this group of young men joined together as
the New York Knickerboker Baseball Club, a name taken from a fire company for which
Cartwright and a few other players worked. They all formed a sociable group of people
that included Wall Street stockbrokers, insurance salesmen, a sheriff, a photographer, a
doctor, a tobacco distributor, among other trades and professions.

They tended to play just to stay active and have fun, but they also showed a great
interest in improving their game. Cartwright, along with the president of the
Knickerbockers, a New Hampshire doctor named Daniel Lucius, Doc Adams included a
number of new rules that would change the game forever. The Knickerbockers decreed
that the infield would be shaped like a diamond rather than an infield. First and third
base would be separated by 42 steps, the balk was ruled illegal, and foul lines were
established. Pitchers threw underhand and with a straight wrist, the batter had to miss
three swings to be put out, and most importantly, runners were to be tagged instead of
having the ball thrown to them to hit (burn) them.

With space to play increasingly scarce on Manhattan's congested streets, the

Knickerbockers rented a field for weekends for $75 a year, along with a locker room,
and attended twice-weekly practices at the Elysian Fields across the Houdson River in
Hoboken, New Jersey.

Doc Adams remembers that on the field they felt free of all restrictions, and played until
it got dark; he was a left-handed hitter and sometimes hit the ball all the way to the river.
People became interested in the game and sometimes there were up to 100 spectators
watching Doc and his friends. Even the first professional cricket team to come to the
United States used to watch them play for a while and then turn away thinking it was a
dull, boring sport, until they were invited to play and realized it wasn't as easy as it
seemed.

On June 19, 1846, at Elysian Fields, the Knickerbockers played their first official game
(a game arranged between two teams) under the new rules and lost 23-1 to a team of
young gentlemen, a New York Baseball team.

Old scorebooks indicate that the Knickerbockers did not play their best game that
afternoon, but winning or losing was less important to the Knickerbockers than the
pleasure they experienced in playing and the Champagne dinners that followed the
games.

For the next four years the Knickerbockers confined themselves to playing among
themselves, while the game spread throughout the city and less refined young men than
themselves began to play it.

Around 1850, four out of ten people living in New York were immigrants from England,
Germany, and especially Ireland, and they quickly took up the game and soon there
were New York teams consisting of policemen, firemen, shipwrights, milkmen,
schoolteachers, bartenders, actors, clergymen, and doctors.
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Anyone who used foul language was fined 6 cents and anyone who complained to the
umpire had to pay 25 cents. The winning team was the first to score 21 aces or runs. In
1857 this last rule was changed so that the winning team was the one that was ahead at
the end of 9 innings.

Still further refinements were made possible by changes the Knickerbockers made to
the ball, which at the start of the game was so light that no one could throw it 200 feet,
so it had to be tossed from player to player to cover greater distances. Doc Adams had
to solve the problem, because for 6 or 7 years he was the one who made all the balls,
not only for the Knickerbockers but for other teams when they were well organized.
Adams traveled all over New York to find someone who would do this work for pleasure
or money, but he was unable to convince anyone. He finally found a saddle maker who
taught him a good way to cover the balls with horsehide. He used to make balls out of 3
or 4 ounce pieces of rubber, wrapping it with thread and covering it with leather. This is
how the characteristic baseball ball was invented.

Because this harder ball invented by Adams could travel faster and farther than the
earlier ball, the need for relief throws was reduced and Doc Adams, who was the
pioneer of playing shortstop, serving as a link on outfield throws for the first time, was
placed in the infield.

To keep the game intact, the Knickerbockers and 15 other teams playing under the
same rules joined together in 1857 to form the National Baseball Players' Association
with Adams as its president. Its objective was to foster interest in playing baseball and
regulate various aspects for its proper development and respectability.

The changes continued in the Knickerbockers' rules: only 9 players were allowed on the
field and the bases were to be 90 feet apart; the umpire was given the power to call
strikes; no player could catch the ball with his cap and, above all, baseball remained an
amateur game, in which no player could be paid.

Alexander Joy Cartwright left Manhattan for the golden fields of California in 1849,
taking with him a bat, a ball, and a copy of the Knickerbockers rule book he had helped
write. He did what he could to spread the game created in New York on his way to
California and as he did not do so well there, he crossed the Pacific to Hawaii where he
became a prosperous merchant, but he never lost interest in the team he helped form
and the game he also helped structure. From Honolulu, approximately 16 years later, he
wrote a nostalgic letter to his teammates.

Dear Knickerbockers:
“I look forward to the team moving forward and to one day being able to join you on the beautiful
fields of Hoboken. I have in my possession the original ball we played with on Murray Hill.

I have sometimes thought about sending her home to play with the teams, but I have not been
able to let go of that part of me that links me to the sweet memories of home.”

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On the other hand, Doc Adams left the Knickerbockers in 1862, not before thousands of
people had been present to witness the games and a large number of players were
ready to take over.

The pioneers of this sport-game never expected that baseball would become a universal
game. The person who had the most to do with the Knickerbocker game becoming so
popular was a British journalist named Henry Chadwick, who started out as a cricket
enthusiast, later becoming interested in baseball and even playing shortstop for a time
with the Knickerbockers. Their first meeting, he says many years later, was at Elysian
Fields in the fall of 1847; after covering cricket for years, Chadwick realized that baseball
was an excellent medium for awakening a love of outdoor sports.

It was Chadwick who convinced the New York Times, and later other New York
newspapers, that baseball results would be better if they included them in their news
columns. He was the first baseball editor in the country, initially for the New York Clipper
and later for the Brooklyn Eagle, where he remained for nearly half a century. Chadwick
was the first to realize that baseball was better suited to the American way of life than
cricket, which required each player to first understand a number of rules before entering
the field and throwing out the first pitch and making the game his own forever.

"Baseball, once you understand it, is impossible to leave it." The Americans were not
interested in lingering over a game like cricket that inspired sleep on hot June and July
afternoons; he wrote, "What they do, they want to do quickly." In baseball everything is
lightning fast. Every action is as fast as a bird's flight.

Chadwick also introduced the box score to the paper so that one player's performance
could be fairly compared against another, and we are often surprised to find that a
modest but efficient player who has played consistently all season, seemingly going
unnoticed, ultimately becomes the difference between winning or losing a championship.

In addition, Chadwick published baseball guides and annual books, headed the National
Baseball Players Association Rules Committee, and was admired for his honesty,
fairness, and knowledge of rule changes, so much so that he supervised a preseason
game at Brooklyn's Capitoline Grounds to demonstrate how recent rule changes would
affect the game. He also proclaimed that baseball should remain a gentleman's sport, a
decorous pursuit played fairly and honestly, and preached that unless it was
scrupulously kept, the greed of gambling would be its ruin.

Baseball continued to grow and by 1861 there were 62 member teams in the National
Baseball Players Association. Free blacks in northern cities had established their own
teams and Henry Chadwick was trying to start a team in Richmond, Virginia, when the
season was interrupted by the Civil War. The war demonstrated another advantage of
baseball over cricket: it was a portable game, whereas cricket required suitable fields to
play it, baseball could be played virtually anywhere.

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People and soldiers from both armies played it under the old and new rules anywhere
and anytime they could, and one of them remembers playing it behind the White House
where Abraham Lincoln and his son, Tad, would sometimes come out to watch.

Baseball continued to be played behind the lines of the battlefields, and as the game
continued to change, umpires were instructed to call balls if they believed the pitcher
was trying to fool the batter by throwing balls out of reach.

Players still didn't wear gloves and pitchers still threw underhand, but now they were
trying to challenge and beat hitters, no longer just serving the ball to them.

Baseball's first star player was a young man named James Creighton, who was only 18
years old in 1859 when he began playing for the Brooklyn Niagara. The rules forbade
bending the wrists when throwing the ball, but Creighton somehow managed to do it
unnoticed by throwing the ball at an unprecedented speed and with such great spin that
when it reached home plate (at that time only 45 feet) it rose to the height of the batter's
Adam's apple.

Creighton's pitches were as fast as if they were fired from a cannon, one reporter wrote,
and he alternated them with slow pitches that he used to confuse his opponent.

In those days such aggressiveness in a pitcher was deplorable since the general belief
was that his job was to help the batter and not hinder him. However, Creighton was
winning game after game and soon a fierce, if clandestine, fight began to sign him.
Professionalism began to take hold and Creighton was the first to benefit, but not for
long. On October 14, 1862, batting for the Excelsiors against the Maryland Unions, he
hit a home run, but fell as he rounded the bases. I thought his belt had broken, he said.
The truth is that the force of the swing had ruptured his bladder, he died four days later
and he was only 21 years old. His teammates erected a granite obelisk topped with a
marble baseball over his grave in Greenwood Cemetery.

So celebrated had Creighton become and so missed was he that the President of the
Excelsiors solemnly declared before the press that Creighton had been playing cricket
and not baseball when the accident had occurred; he said this because he feared that
the news of the fatal injury might persuade the mothers of baseball players that it was
too dangerous a game for their sons to play.

Baseball history tells of an afternoon in 1863 when Ned Cuthbert of the Philadelphia
Keystones ran from first to second without expecting a hit that would send him to
second. The crowd laughed heartily at his audacity and he, in turn, pointed out to the
umpire that there was no rule against what he had just done. That was the first stolen
base in baseball. Of course the Puritans thought stealing bases was wrong but the
general public loved it. And so baseball continued to evolve.

THE OBJECTIVES OF THE GAME

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Baseball is a game between two teams of 9 players each, under the direction of a
manager, played on an enclosed field according to the rules governing the game, and
under the jurisdiction of an umpire or umpires who act as judges or referees.

The objective of each team is to win by scoring more runs than the opponent. The
winner of the game is the team that has scored, according to its rules, the greatest
number of runs at the conclusion of a regulation game.

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1.3 CONCLUSIONS

It is important to know that baseball, like many other sports, originated from the human
need to have a physical activity that would allow them to show their skills and at the
same time provide healthy fun. Likewise, it is essential for every coach of this sport to
know how baseball has evolved in order to understand the meaning of its rules. If you
know history, you can understand the present and innovate the future.

1.4 TEACHING SUGGESTIONS

To illustrate this chapter a little further, it is recommended to watch the films:

Play ball How to play better baseball

The major league way Hitting for kids
Pitching and catching Baseball our way
A coaching clinic Baseball the right way
How to pitch and field

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1.5 SELF-EVALUATION
Instructions: Write in parentheses the letter of the section that corresponds to the
correct answer.

1.-Cite the measurement of the circumference of the baseball. ( )

a) 22 centimeters
b) 9 centimeters
c) 22.8 centimeters

2.- Where was baseball born? ( )

a) Korea
b) Japan
c) United States

3.- What was the last name given to this sport before calling it baseball?
( )
a) Townball
b) Base
c) “Old cat”

4.- The two English games that preceded baseball are: ( )

a) Barn ball and roundball
b) Sook ball and strick ball
c) Cricket and rounders

5.- In which city did baseball begin to be played most frequently? ( )

a) Manhattan
b) Forge Valley
c) New York

6.- Mention the name of the person who changed the rules of baseball that remain in
place today. ( )
a) Joy Cartwright
b) Daniel Lucius
c) Abner Doubleday

7.-The name of the person who was interested in spreading baseball is: ( )
a) Joy Cartwright
b) Doc Adams
c) Henry Chadwick

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8.-He was the first person to head the Rules Committee of the National Baseball Players
Association. ( )
a) Henry Chadwick
b) Doc Adams
c) A. Doubleday

9.-To whom does history attribute the invention of baseball? ( )

a) Alexander J. Cartwright
b) Doc Adams
c) A. Doubleday

10.- What was the first formally organized baseball team? ( )

a) Excelsiors
b) New York
c) Nickerbockers

11.- According to the first rules, the winning team was the one that: ( )
a) He said he didn't play anymore.
b) Score 21 aces
c) Was ahead at the end of 9 innings

12.- The weight of a current baseball is: ( )

a) 175 grams
b) 200 grams
c) 5 ounces

13.- He was the person who invented the current baseball. ( )

a) Alexander Cartwright
b) James Creighton
c) Doc Adams

14.-Henry Chadwick preached that baseball was a game for: ( )

a) Gentlemen
b) All the people
c) Office workers

15.- Who was the first star baseball player? ( )

a) James Creighton
b) Jackie Robinson
c) Babe Ruth

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 CHAPTER 2

SECTION CONTENT

2.1 Introduction

2.2 Team preparation

LESSON 2.3 Planning and organization

2.4 The good coach

PLANNING IN
2.5 Communication with players
BASEBALL 2.6 Strategies to improve and capture
messages
TEACHING
2.7 Conclusions

2.8 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
 TRAINER'S MANUAL

LESSON PLANNING IN BASEBALL TEACHING

AIM
Analyze the elements that facilitate the application of an appropriate methodology to
train a baseball team.

INSTRUCTIONS

Upon completion of this chapter you will be able to:

 Know the methods to optimally plan baseball teaching.

 Differentiate the qualities that a coach must have in order to transmit the appropriate
knowledge that facilitates success in this sport.

2.1 INTRODUCTION

Coaches often believe that teaching an activity involves only verbal communication.
However, giving directions is only a small part of the teaching-learning process. More
than half of what you are communicating is done through non-word (body) messages.
So when you are out on the field remember that “actions speak louder than words.”

To coach and teach baseball, you must understand its basic rules as well as its
coaching techniques and strategies. In this chapter you will receive the necessary
information for a proper understanding of this sport, but remember that all the
knowledge in the world will be of little use to you unless you know how to transmit it to
each of your players.

In this space we will outline the steps to follow to teach baseball techniques and create a
practical guide to plan both your training units and your season.

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2.2 EQUIPMENT PREPARATION

Many people believe that the only thing you need to teach baseball is to have played the
game; of course that helps, but to successfully instruct and manage, it takes more than
that. You can demonstrate baseball techniques using the following IDEA.

YO.- Enter the technique

D.- Prove it
AND Explain it
.-
TO.- Make sure your players practice it.

INTRODUCE THE TECHNIQUE

Young and inexperienced players need to know what technique they are learning and
why they need to learn it. To do this, you must follow three steps every time you are
going to teach something new to your players.

1. Get their attention

2. Mention the technique
3. Explain its importance

ATTRACT THEIR ATTENTION

Because young people are easily distracted, use some method to attract their attention.
Some coaches use novelty props, a story, awards, jokes, and others simply project
great enthusiasm that makes their players listen to them.

Whatever method you use, speak slightly louder than usual and look them directly in the
eye when you are giving your explanations. It may help if you place them in three or four
rows facing you, spaced far enough apart so they can see you, but try to avoid any
sources of distraction.

MENTION THE TECHNIQUE.

Although you can name it in several ways, remember to always use only one, as this will
avoid possible confusion. For example, choose between “hit and run” or “batear y
correr,” and consistently use the chosen term.

EXPLAIN ITS IMPORTANCE.

Although the importance of technique may be obvious to the coach, it does not
necessarily mean that his players understand how it will help them play better baseball.
Always give them a reason to learn and practice it. For example, explain that the bunt is

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very effective for getting on base when facing a tough pitcher, or for advancing runners,
and that it can be used as a surprise tactic when the other team is expecting a long ball.

DEMONSTRATE THE TECHNIQUE.

Demonstration is the most important part when teaching new techniques to children who
have never practiced them. They need a picture, not just words. They need to see how it
should be executed. If you are not able to perform it correctly, ask a coach or someone
experienced to help you demonstrate; an older player may be a good option. The
following will help you make your demonstration more effective.

 Execute the movement correctly.

 Demonstrate it several times.
 If possible, run it in slow motion once or twice so that players can observe the details
of the sequence of partial movements (at normal speed it is not easy to capture all
the details).
 Run it from different angles so your players get the full perspective.
 Show them from both sides (right and left).

The most difficult aspect of teaching is this: instructors must enable children to learn and
understand. Technique in any sport must be taught in such a way that it has meaning for
the child and not just for the instructor.

EXPLAIN THE TECHNIQUE

Players learn more quickly if they are given a brief explanation, accompanied by a good
demonstration. Use simple terms to describe it and if possible link it to previously
learned techniques. Ask them if they understood your explanation and if they seem
confused ask them to explain it to you, this way you can make sure everyone
understands.

Complex techniques are often better understood if taught in parts. For example, if you
want to teach your players how to field ground balls, follow these steps:

1. Show the correct way to execute this technique and explain its importance in
baseball.

2. Section the movement and explain each one of them.

3. Have your players do each part and explain it to them one by one. These may
include getting into position to field, attacking the ball, watching it until it enters the
glove, taking a small hop (CROW HOPE) and throwing to first base or the
appropriate base.

4. After the players have demonstrated that they understand and perform the technique
correctly step by step, explain the complete movement again.

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5. Have them practice it.

MAKE SURE YOUR PLAYERS PRACTICE IT.

Help your players practice the technique they have learned. If the technique you want to
teach is within the motor capabilities of your players and you have done a good job of
introducing, demonstrating and explaining it, your players should be ready to practice it.
Remember that some players may need to be physically guided in their movements
during their first attempts.

For example, some players may need you to help them hold the bat so that it is
positioned correctly during their first few swings. Guiding your players in this way will
build their confidence and help them to subsequently practice the techniques they have
learned on their own.

Your teaching duties do not end when all your athletes demonstrate that they
understand how to perform the technique correctly, because a very important part is to
closely observe the way they execute it.

As you observe the efforts your players make during their drills, offer them positive
feedback to help them correct or improve their movement. Remember that your
feedback has a huge influence in motivating your players to practice and improve their
technique. Also, keep in mind that young players need personal instruction, so take time
to help them individually.

2.3 PLANNING AND ORGANIZATION

New coaches often make the mistake of showing up to their first practice without a plan
in place and as a result, their practices are disorganized, causing their players to be
inattentive, frustrated, disinterested in practice and the quality of learning to be very
limited. Planning is essential to success, both as an instructor and as a coach, and
remember that planning starts us on the path to practice.

PRE-SEASON PLANNING.

Good coaches plan their season well in advance. Here are some tips to help make your
season more fun, successful, and safe for you and your players.

 Familiarize yourself with your league's organization, especially its philosophy and the
goals of the sport.

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 Review the availability of facilities, equipment and other materials that are necessary
for practices and games.
 Set your priorities as a coach regarding the elements of fun and developing your
players' technique.
 Select your assistants and meet with them to discuss goals, plans for the season,
and team rules.
 Hold an orientation meeting with parents to inform them about your philosophy and
team goals. Also give them a brief overview of the league and baseball rules, their
terms, and strategies to familiarize them with the sport.

The coach will be surprised at how many things he can do before the first practice.

SEASON PLANNING.

His activities during the season should include teaching physical and mental techniques,
knowledge of the tactics of the game and his love for the sport. All of these goals are
important, but below we will focus on the baseball techniques and tactics that will help
you achieve your goals.

SET YOUR GOALS.

What the coach plans for his season should be reasonable for the maturity and technical
level of his players. As for baseball techniques and tactics, you should initially teach
your players the basics and move on to more complex activities only when they master
the basics.

At the beginning of the season the objectives can be the following:

 Players should be able to learn their fielding position.

 Players must be able to maintain proper footing when in the batter's box.

 Players must handle the ball correctly when throwing it.

 Players will be able to throw the ball at a target consistently.

 Players must have correct technique to catch the ball.

 Players must demonstrate respect for teamwork.

 Players will have to play hard and have fun at the same time.

 Players will demonstrate respect for the umpire, instructors and other players.

ORGANIZATION.

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After you have defined the technical goals you want your players to achieve during the
season, which will largely depend on their age, the coach can now plan how to teach the
technique during practices.

Remember to be flexible if your players are having trouble learning and to spend extra
time until they master the fundamentals they are learning, even if this requires delaying
your program. After all, if your players can't execute the fundamentals, they will never be
able to master the more complex techniques that the coach has programmed for them.

The programs we will offer at later levels will show you how to organize your practices in
an appropriate and progressive way. If this is your first experience as a coach, you will
probably want to follow them to the letter, and if you already have previous experience,
you will most likely want to modify them to suit your needs.

WHAT MAKES A PRACTICE EFFICIENT AND FUN?

A good teaching plan makes practice much easier and more interesting. Have your
players work on the simpler fundamentals until they master them before moving on to
complex techniques.

It is helpful to set a goal for each practice, but try to include a good variety of activities
related to that goal; this will make your practice interesting and fun. For example, if the
primary goal of your practice is to improve fly ball catching technique, have your players
perform different drills designed to intensify their practice of your goal.

In general terms we recommend that each of your practices include the following:

 Heating.
 Practice the techniques taught previously.
 Teaching and practicing new techniques.
 Practice under game-like conditions.
 Cooling.
 Assessment.

HEATING

A period of 10 to 15 minutes should be enough to prepare a young person's body for

more vigorous activity. Running several sprints at three-quarters speed, stretching and
some joint mobility exercises will be enough to prepare the muscles and reduce the risk
of injury.

PRACTICE OF THE TECHNIQUES PREVIOUSLY TAUGHT

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Spend a lot of your practice time working on techniques your athletes already know, and
remember that kids like variety. So organize and modify the exercises to keep everyone
busy and interested. Reward and encourage your players when you notice them
improving and offer to help individually those who need it.

TEACHING AND PRACTICE OF NEW TECHNIQUES

Gradually improve your players' technique by teaching them something new to practice
each session. The proper method for teaching baseball techniques is described in the
first pages of this chapter. Please refer to these pages if you have any questions about
teaching new techniques.

PRACTICE UNDER GAME-LIKE CONDITIONS

Competition between teammates during practice prepares young players for games and
makes them aware of their level in a particular technique. Young people seem to have
more fun when they participate in competitive activities.

The coach can create these types of conditions by conducting competitive exercises,
practice games between them, but always consider the following guideline before
conducting competitions between them.

 All players must have equal opportunity to participate.

 Place them according to your ability and maturity.

 Make sure players can perform the fundamentals before putting them out to
compete.

 If players make mistakes, avoid constantly evaluating their performance in public so

as not to discourage them.

COOLING

All practices should end with a 5 to 10 minute period of light exercise including jogging
and some stretching. The cool-down period allows the athlete's body to return to its
resting state, avoid stiffening, and gives them the opportunity to review and evaluate
their practice.

ASSESSMENT

At the end of each practice, take a few minutes with your players to review how well you
accomplished the goal you had set. Even if your evaluation is negative, show optimism
for your next practices and always say goodbye to your players with words of
encouragement.

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HOW DO I ORGANIZE THE PRACTICE?

Knowing the parts that make up a practice is not enough. The trainer must be able to
adapt them in a logical progression and adjust them to the duration of their practice.

Now, taking into account the objectives, select the techniques you want your players to
practice and try to plan several training sessions. The example of a practice plan
outlined on the next page will help you get started.

Periodically review teaching progress throughout the season. As the coach gains more
experience, he or she should be able to answer yes to these questions.

 Do you position your players so that they can see and hear properly?
 Does it present the technique clearly and explain its importance?
 Does he/she demonstrate the technique appropriately several times?
 Does it explain the technique in a simple and precise way?
 Do you watch your players closely when they practice?
 Do you offer feedback or correction in a positive way after observing your players
attempting to execute the technique?

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WHEN YOU CREATE YOUR PROGRAM REMEMBER TO INCLUDE:

 The season's objectives include developing the players' physical and mental skills,
brotherhood and fun for each of them.

 The components that a practice includes, such as warming up, teaching and
practicing new techniques, practicing under game-like conditions, cooling down, and
evaluating.

EXAMPLE OF A PRACTICE.

Aim: To make the players acquire a good technique to catch the ball.

DESCRIPTION TIME ACTIVITY OR EXERCISE

Heating. 10-15 min. Run 1 lap around the field, 5 sprints at

¾ speed, stretching.

Practice previously learned 25 min. Fielding drills, such as fielding

techniques. “bounces – soon”, etc.

Teach and practice new 15 min. Position yourself correctly to field fly
techniques. balls and ground balls.

Practice under game-like 25 min. Infield, “throw throw” advancing

conditions. runners, etc.

Cooling and evaluation. 10 min. Jog, stretch, evaluate, indicate date

and time of next practice or game.

Total 1:30 Hrs.

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2.4 THE GOOD COACH

In this section we will discuss the elements that coaches can rely on to develop their role
and how to use them to begin their adventure as such.

You have probably already acquired the accessories you think are necessary to manage
a team, such as: bats, balls, your uniform, a scoreboard, a stopwatch, etc. This will help
you for your purposes, but to be a good coach you will need five other fundamentals that
cannot be compared. These can only be acquired through self-examination and
constant work. The five elements are:

 KNOWLEDGE
 VISION
 KEEN
 BEHAVIOR
 GOOD MOOD

KNOWLEDGE

As a coach you must have knowledge of the rules, techniques and tactics of baseball.
Through these you can design a wide variety of routines to develop your players' skills.
Perhaps the most important thing you need to learn is how to apply your knowledge of
the game to managing your team. To improve your understanding of baseball follow
these steps:

- Read the official rules of baseball

- Check out books that cover teaching baseball.
- Attend clinics.
- Talk to more experienced instructors or coaches.
- Consult with someone you believe can provide reliable guidance if you have any
questions about rules or principles.

- Watch top-level team games and practices, either on the field or on television.

In addition to his knowledge of baseball, the coach must structure training drills to be
safe, so that his players can perform them with minimal risk. Despite taking the
necessary precautions, injuries will happen, and sooner or later you will be the first
person to tend to your players' injuries. So make sure you get basic first aid knowledge.
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VISION

This element refers to your goals and your perspectives. What is your goal as a coach?

The most common objectives are:

a) Enjoy.
b) Help players develop their physical, mental and social skills.
c) Gain.

Thus, the vision involves your priorities, the way you plan your activities and your future
goals.

To work with children in a sport you must have priorities, that is, what order do you give
to the following: fun, development and winning. Answer the following questions to
examine your goals:

 -What situation would you be most proud of?

a) Knowing that each of his players had fun playing baseball.
b) Seeing that all of his players improved in their baseball techniques.
c) Win your league championship.

 -Which statement matches your thoughts about sport?

a) If it's not fun, don't do it.
b) Everyone should learn something every day.
c) It's no fun if we don't win.

 -How would you like your players to remember you?

a) As a coach who was fun to play with.
b) Like a coach with whom they learned good techniques and fundamentals.
c) As a coach who had a winning record.

 -What would you like to hear from the father of a player on your team?
a) Rodolfito had a lot of fun playing baseball this season.
b) Marychuy learned very important fundamentals this year.
c) Raul played on the team that won first place.

 -What would be the most motivating moment of the season?

a) Make your team not want to stop playing even when practices are over.
b) Seeing his players finally master the fundamentals of hitting and fielding.
c) Win your league championship.

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Review your answers and if the coach most often selected “a” then fun is most important
to you, a majority of “b”s suggests that developing fundamentals is what most appeals to
you as a coach, and if “c” was the answer, winning tops your priority list.

Consider the following to better define your point of view.

1. Determine your priorities for your season.

2. Prepare for situations where you may need to change your priorities.
3. Set goals for yourself and your players that align with your priorities.
4. Plan how you and your players can best achieve those goals.
5. Review your goals frequently to make sure you are on track.

It is particularly important for all coaches to allow their players to participate. All young
people should have the opportunity to develop their talent and have fun, even if this
means not winning some games during the season. After all, wouldn't you rather lose a
couple of games in exchange for having some of your players retain their interest in
baseball?

Remember that the challenges and fun in sports are experienced by striving to win and
not simply for the sake of winning. Players who are not allowed to come off the bench
are being denied the opportunity to strive to win.

This is where the above fact becomes ironic, because a coach who allows all his players
to participate and develop their natural talents, will not necessarily be number one in the
end. The coach can summarize in four words everything he needs to remember when
establishing his priorities when managing children and young people in a formative
sport, and these are:

“PLAYERS FIRST, WINNING THEN”

This phrase emphasizes that the effort to win is an important and vital part of sports, but
it also establishes that there should never be an effort to win at the expense of the well-
being, development and enjoyment of the athletes.

KEEN

This is a vital tool for the coach to develop. Affection involves having a great love for
children. A desire to share with them the coach's passion and knowledge of the sport
and the patience that allows them to play and grow within the world of baseball.

Good coaches truly care about the health and well-being of their players and make sure
that each of them has an enjoyable and fun experience. They must also have the ability
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to work with those who have the ability to play. If you have such qualities or are willing to
work to help them develop their talents, then you have the affection necessary to handle
children and young people.

There are many ways to show your affection and patience:

 Treat each of your players individually.

 Make an effort to get to know the personality of each of the players on your team.
 Connect with your players as they learn new baseball techniques.
 Treat your players as you would like to be treated under similar circumstances.
 Keep your negative emotions under control.
 Show your enthusiasm for working with your team.
 Keep your communication with your players clear and positive.

BEHAVIOR

Young people learn to listen to what adults say. But they learn even more by observing
the behaviors of certain individuals that are important to them. As a coach you are a
very significant figure in the lives of your players. Are you a good role model for them?

Behaving appropriately, both in sport and in everyday life, means more than just saying
the right things. What you say and what you do should go hand in hand. For a coach,
there is no place for the philosophy of “do as I say, not as I do.” You should check
yourself before, during and after all games and practices and don't be afraid to admit
when you did something wrong; no one is perfect.

Consider the following points to be a good role model for your players:

 Become aware of your strengths and weaknesses and operate on your strengths.

 Set measures for yourself to improve in those areas in which you would not like your
players to imitate you.

 Apologize to your team and to yourself if you make a mistake, knowing that you will
do better next time.

GOOD MOOD

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Good humor is often seen as a quality. For the purposes of managing a team, it is about
having the ability to laugh at yourself and with your players during practices and games.
Nothing helps as much when practicing baseball fundamentals and techniques as a
smile and a few words of encouragement. His sense of humor will help him overcome
the mistakes his players are sure to make. Also don't get upset or respond negatively to
their mistakes. Let your players enjoy their ups and downs and please don't remind them
of their downs.

Here are some tips for injecting humor into your practice.

1. Make your practices fun by including a variety of activities.

2. Keep all players busy doing their drills and practices.

3. Consider your players' laughter as a sign of fun and not a lack of discipline.

4. And please smile.

Where are you now?

To find out where you stand on each of the five fundamentals we just reviewed, simply
circle the number that best represents your current attitude.

NO MORE OR LESS VERY

GOOD

1 2 3 4 5

KNOWLEDGE

1. Can you explain the rules of baseball to your players or their parents without
spending a lot of time studying them?
1 2 3 4 5

2. Do you know how to plan and carry out a baseball practice?

1 2 3 4 5

3. Do you know how to provide first aid to your players for common injuries in this
sport?
1 2 3 4 5

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Score _________

VISION
1. Do you consider winning to be its rightful place when you are training?
1 2 3 4 5
2. Do you plan all your meetings, practices and games?
1 2 3 4 5
3. Do you have a clear idea of what you want your players to be able to do at the end of
the season?
1 2 3 4 5

Score _________

KEEN
1. Do you enjoy working with children?
1 2 3 4 5
2. Are you patient with rookies trying to learn baseball technique?
1 2 3 4 5
3. Are you able to show your players how much you care about them?
1 2 3 4 5

Score ____________

BEHAVIOR
1. Are your words and behavior compatible?
1 2 3 4 5
2. Are you a good example for your players?
1 2 3 4 5
3. Do you keep your negative emotions under control before, during and after games?
1 2 3 4 5
Score _______________

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GOOD MOOD

1. Do you usually smile at your players?

1 2 3 4 5
2. Are your practices and games fun?
1 2 3 4 5
3. Are you able to laugh at your mistakes?
1 2 3 4 5

Score __________

Analyze your score on each of the above foundations and if you have 9 points or less,
reread them carefully and implement a program to improve it. And if this was 15 points
in each fundamental, do not feel that you are the best and continue preparing, since in
baseball as in life, you never stop learning.

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2.5 COMMUNICATION WITH PLAYERS

Communication in its simplest form involves two people: the speaker and the listener.
The speaker is transmitting a message verbally, or through facial expressions or body
language, and frequently through a combination of these three forms. Once the
message has been sent, the receiver must try to determine its meaning. A receiver who
does not pay attention or listen will miss part, if not all, of the message.

HOW CAN YOU SEND EFFECTIVE MESSAGES?

Children often have very little understanding of the rules and techniques of baseball and
are likely to have less confidence in playing the game. For this, they need precise and
understandable messages that help them obtain the “self-confidence” they so badly
need. This is why your verbal and body language messages are so important.

VERBAL MESSAGES

“Blows may hurt me but words can never hurt.” Fake. Words have a much stronger and
longer lasting effect than blows. And the words of coaches have a very big influence,
because for young people what their coach says is very important. So, whether you are
correcting a discipline, teaching a player to field ground balls, or rewarding a player for
good performance, apply the following suggestions:

 Be positive and honest.

 Express it in a clear and simple way.
 Say it loud and repeat it.
 Be consistent.

BE POSITIVE AND HONEST

Nothing annoys people more than hearing something false. Young people also become
discouraged by a coach who continually changes his mind. The kids on your team need
encouragement because many of them doubt their ability to play baseball. So watch
what your players do well and tell them. Children know perfectly well when they make a
mistake. And no action the coach takes will make his mistake disappear. If the coach
does not point out his players' flaws, they will believe that the coach is not authentic.

A good way to handle situations where the coach has identified that he needs to correct
inappropriate techniques is as follows:

1. Tell the child what he is doing correctly.

2. Show him what was wrong in his game and teach him how to correct it.

3. Encourage the player by pointing out what he did well, and that with a little effort he
can improve all of his skills.

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EXPRESS IT IN A CLEAR AND SIMPLE WAY

Positive and honest messages are only good if they are expressed in words your
players understand. Beating around the bush is ineffective and inefficient; if the coach
rambles on, his players will forget the essence of his message and probably lose
interest. Below we will cite some suggestions for saying things clearly.
 Organize your thoughts before speaking to your players.

 Use language your players can understand, but avoid using age-appropriate idioms.

SAY IT LOUD AND REPEAT IT

On a baseball field with children spread out from home plate to center field,
communication can become difficult. So address your team in a tone of voice that all
players can hear and understand, but soften your tone when speaking individually with a
player about a personal problem.

Sometimes, what the coach says, even if it is loud and clear enough, will not necessarily
be assimilated by his players the first time. This is very common with young people. To
avoid boring repetitions and sending the same message, repeat it in a different way. For
example: you can tell players, “If it's a ground ball, throw to second,” and then remind
them, “Throw the ball to second to force the runner out if it's a ground ball.” The second
message will encourage players who didn't pay attention the first time.

If the coach is not sure that his players understood, ask them to repeat it. Remember, “if
they can say it, they can do it.”

BE CONSISTENT

People often say something in a way that sends a message different from what they
say. For example: A sarcastic tone used in certain words can send a totally different
message than what the words indicate. It is essential that the coach avoid sending
contradictory messages, keep the tone of his voice in accordance with his words and
avoid saying something one day and contradicting himself the next, because the only
thing he will achieve with this attitude is to confuse his players.

MESSAGES WITHOUT WORDS

Just as a coach must be consistent with his tone of voice and the words he uses, he
must also keep his verbal and body messages consistent. An extreme example of this
would be if he shook his head in disapproval, while at the same time telling the player
“well done.” What would the player pay attention to, his gestures or his words?

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Your messages can be given in a bodily manner in a large number of ways. Facial and
body expressions are just two of the most obvious ways to send messages that can help
you when you're managing your players.

FACIAL EXPRESSIONS

A person's gaze is the easiest way to determine what they think or feel. Your players will
watch your face for any sign that tells them something more than your words. Don't try to
cover up your mood by putting on a happy face when it's not true, because they can see
through your disguise and the coach will lose credibility.

A blank face also won't help children who need cues about how they're doing in their
activities. With this they will interpret that the coach is not interested in their training.

So don't be afraid to smile. A smile from a coach can boost the confidence of an
insecure player. Also, a smile will tell your players that you are happy to be with them,
but don't overact it, because your players won't be able to tell when you are really happy
about something they did or are just pretending.

BODY LANGUAGE

How will your players think the coach feels if he comes to practice or a game all
downcast and with his head down? Tired? Bored? or Angry?

Probably some or all of these things affect the minds of his players, so the coach must
behave in a way that exudes confidence, vigor and joy, since only then will he set a
good example for his players, who will be able to imitate him.

Physical contact is also a very important part of body language, a handshake, a pat on
the head, an arm around the shoulder or even a big hug are all effective ways to show
approval, affection, care and joy towards your players. Young people especially need
this kind of message.

2.6 STRATEGIES TO IMPROVE AND CAPTURE MESSAGES

Now we will review the other half of the communication process: “receiving messages.”
Very often people are very good at sending messages, but very bad at receiving them,
and they seem not to enjoy listening. As a youth coach, it is essential that you learn to
receive verbal and body language messages effectively.

The coach can be a better receiver of the messages his players send him if he really
wants to learn the fine points of technique to receive them and make a real effort to
apply them. “You’ll be surprised at what you’ve been missing.”

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PAY ATTENTION

The first thing is to pay attention: you want to hear what other people want to
communicate to you, this is not always easy. There are many more things to pay
attention to, but one by one, or in meetings with your team, the coach should focus on
what they are telling him in both verbal and corporal forms. Remember that you should
not only pay attention to what they say to you but also to how they say it to you. You
have to observe their mood when they try to communicate something to you, because
only then will you have an idea of their feelings towards you and the other members of
the team.

LISTEN CAREFULLY

The way we listen to what other people want to tell us is perhaps more than anything
else, the best way to show how much we care about the person. If the coach cares
about his players and cares a little about what they have to say, the easiest way to show
it is by spending enough time listening to them.

Take a look at yourself, do you find your mind wandering while one of your players is
talking to you? Do you often have to be asked? If so, you need to improve the way you
pay attention and listen to others. If you find yourself continuing to ignore messages
from your players, perhaps a question to ask yourself is: Do I really care about them?

In the previous paragraphs we discussed the most effective methods of sending and
receiving verbal and body messages. We know that during a conversation the people
involved frequently change roles and generate responses. These responses are called
feedback.

Your players will always seek your feedback; they want to know what you think of their
performance in the field of your ideas, and whether their efforts to improve you please
you. The way the coach responds will determine the reaction of his players. Because of
this, let's analyze some types of feedback and their possible effects.

Your players will always seek your feedback; they want to know what you think of their
performance in the field of your ideas, and whether their efforts to improve you please
you. The way the coach responds will determine the reaction of his players. Because of
this, let's analyze some types of feedback and their possible effects.

INSTRUCT

With young players a lot of the feedback you will need to give will be answering
questions about how the game is played and their techniques. Your responses should
include verbal and body feedback. Below we will give you some suggestions for giving
feedback to your players.

 Keep your verbal instructions simple and concise.

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 Show them how to do things. One action says more than a thousand words.
 Have your players perform the technique in question. Use a longer or slow-motion
demonstration with players who are having trouble developing.

CORRECT ERRORS

When his players behave incorrectly, the coach needs to give them feedback to correct
their mistakes, and the sooner the better, always remembering to stay calm.

AVOID NEGATIVE CRITICISM

Although there may be times when a coach will need to punish players for disobedience
or for engaging in activities that could cause harm, either by removing them from the
game or reprimanding them, avoid doing so for normal mistakes. Giving them a hard
time for simple mistakes in the game will make them afraid to try to continue playing;
nothing ruins the fun of a sport more than a coach who points out even the smallest
mistake. Instead, correct your players using positive ways. They will enjoy the game
more and you will enjoy directing more too.

KEEP CALM

Don't worry when your players comment on a mistake. Remember that the coach is
managing young and inexperienced players, not professionals. Therefore, you will see
more incorrect techniques than correct ones, and you will probably have more discipline
problems than you expected. But by making a “show” of every mistake or bad behavior
of your players, the only thing you will achieve is to inhibit them or teach them the wrong
way to behave, so you will stop being a good model for them. So let them know that
mistakes are not the end of the world. Keep your brain cool and offer to work with them
further on their weak points.

POSITIVE FEEDBACK

Rewarding players when they behave or perform correctly is an effective way to

motivate them to try to repeat that behavior in the future and this feedback motivates
young people to work on improving their techniques and behavior in any activity, no
matter how difficult it may be.

So instead of yelling and giving negative feedback to the player who made a mistake, try
offering to help him improve his technique.

Sometimes the words you use in your feedback can make it positive or negative. For
example, instead of saying, “Don’t catch the ball like that,” you can say, “Catch it like
this.” That way your players will focus on how they should do things, and that image will
be the one engraved in their minds.

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Remember that your feedback can be verbal or bodily. Telling a player, especially in
front of his or her teammates, that he or she has done well is a way to boost his or her
confidence and self-esteem. A pat on the back or a handshake is also a very tangible
way of communicating your appreciation for your player's good performance.

Who else do I need to contact?

Coaching doesn't just include sending messages and giving feedback to players, it also
includes interacting with parents, spectators, umpires and opposing coaches. Below we
give you a suggestion for communicating with each of these groups.

Parents

Parents of players need to be assured that their sons or daughters are under the
direction of a coach who is knowledgeable enough about baseball and how they will
handle the season at the beginning of the season, when you will notify them of your
background (curriculum), your methods and how you plan to conduct the season.

If a parent approaches you with a question during the season, listen carefully and try to
give positive answers. If the coach needs to communicate with parents, talk to them
after practice, call them on the phone, or send them a note in the mail. Messages sent to
parents through their children are often lost, misinterpreted or forgotten.

The public

The stands may not be full at all of your games, but this does mean that you'll be more
likely to hear one or two fans criticizing your coaching. When you hear a negative
comment about your coaching, don't respond, stay calm, consider whether the message
has any value, if not, forget it. The best way to deal with these types of situations is to
ignore them. Respond with your actions that you are a competent coach.

Even if you are prepared to deal with negative feedback from the audience, your players
may not be; prepare them by telling them that it is you, not the spectators, that they
should listen to. If you notice that some of your players are getting upset by the public's
comments, tell them not to worry, that your evaluation is more objective and favorable,
and that's what counts.

The way you communicate with the umpires will have a big influence on how your
players behave with them. A good form of behavior is to shake their hands, expressing
your respect for them before, during and after the game.

Remember that the vast majority of them are amateurs or work as umpires to
supplement their expenses, so do not make negative comments about them, shout at
them or point at them with derogatory gestures.

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On the other hand, if the umpire hears or sees you, you will run the risk of being ejected.
What we mean by this is that you should focus on managing and let the umpires worry
about refereeing. If your players see you behaving that way, they will think that is the
appropriate way to behave towards them.

The opposing managers

Make an effort to get along with opposing managers, talk to them about topics to
improve the development of players, your league, etc. During the game avoid arguing
with them. Remember that it is the children, not the manager, who are playing.

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QUESTIONNAIRE

I evaluated your communication techniques by answering yes or no to the following

questions.

YEAH NO
1. Are your verbal messages to your players honest _________ _________
and positive?

2. Do you speak to your players in a clear manner _________ _________

and in a language they understand?

3. Do you repeat your instructions, in case players _________ _________

haven't heard them the first time?

4. Are your tone of voice and body language _________ _________

consistent with the words you use?

5. Do your facial expressions and body language _________ _________

express interest in your players and demonstrate
that you enjoy managing your team?

6. Are you perceptive with your players and able to _________ _________
sense when managing your team?

7. Are you really interested in what your players are _________ _________
telling you?

8. Do you tend to teach more than criticize when _________ _________

your players make a mistake?

9. Are you generally positive when giving feedback _________ _________

to your players on what they do and say?

10. Do you try to communicate in a cooperative and _________ _________

respectful manner with parents, fans, umpires
and opposing coaches?

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2.7 CONCLUSIONS

Communication is of vital importance in all areas, especially in sports and specifically in

baseball. The success or failure of the players depends on mutual communication
between coach and players.

Being consistent in all areas also helps us a lot, because today you can master a
technique but if you do not practice it frequently it is almost certain that you will lose the
acquired skill.

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2.8. SELF-EVALUATION
Instructions: Write in parentheses the letter of the section that corresponds to the
correct answer.

1. To properly teach baseball, apart from having played it, the following steps must be
taken:
a) Introduce the technique, make sure to practice the technique, demonstrate it and
explain it.
b) Demonstrate the technique, make sure to practice it, introduce the technique and
explain it.
c) Introduce the technique, demonstrate it, explain it and make sure to practice it.

2. To teach a new technique you must do in order:

a) Mention the technique, explain its importance, attract their attention.
b) Attract their attention, mention the technique, explain the technique.
c) Explain its importance, attract their attention, mention the technique.

3. Why do you think communication between the coach and the players is important?
a) Because they tell each other their problems and look for solutions.
b) Because if there is no mutual communication, teaching cannot take place.
c) Because it is the player who must facilitate communication.

4. To be a good coach you need to have:

a) Knowledge, good humor, honesty, guidance and vision.
b) Behavior, flexibility, good humor, sincerity and affection.
c) Knowledge, vision, affection, good behavior and good humor.

5. Besides the players, who else should you communicate with?

a) Parents, umpires, public and opposing managers.
b) Umpires, league officials, compilers, notes.
c) League managers, public, opposing managers and compilers.

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 CHAPTER 3

SECTION CONTENT

3.1 Introduction

3.2 From the states

3.3 From managers and technicians

3.4 From the players

BASEBALL
3.5 From the championships
REGULATIONS 3.6 From the games

FOR MINOR 3.7 Of fields and measures

CATEGORIES 3.8 Of the game tools

3.9 General provisions

3.10 Conclusions

3.11 Teaching suggestions

3.12 Self-assessment
 TRAINER'S MANUAL

SICCED Baseball Coach's Handbook

Level 3.

BASEBALL REGULATIONS FOR MINOR CATEGORIES

AIM
Apply the Official Regulations of the Mexican Baseball Federation that regulate
competitions in the initiation, pre-infant, infant, pre-junior, junior and youth categories.

INSTRUCTIONS:

Read the contents of the baseball rules carefully so that at the end of it you will be able
to:

 Know the different articles that govern baseball in the initiation, pre-infant, infant, pre-
junior, junior and youth categories.

 Distinguish the ages covered by each of the initiation categories: pre-infant, infant,
pre-junior, junior and youth.

 Identify the penalties that apply in the event of committing any infraction.

3.1 INTRODUCTION

In this chapter we will analyze the articles that comprise the Official Regulations of the
Mexican Baseball Federation and that must be applied in the national children's and
youth championships, in force in the Mexican Republic and whose observance is
mandatory for all state associations affiliated with it.

3.2 OF THE STATES

Article 1.- State associations affiliated with the Mexican Baseball Federation may
participate in events organized by it, subject to compliance with the regulations
contemplated in the statutes and in these regulations.

Article 2.- The representative teams participating in the event must be made up of the
players specified in the number for each category, in addition to technicians and a
delegate duly registered, according to the ages and eligibility of each of them.

Article 3.- State associations participating in events organized by the Mexican Baseball
Federation must comply with the economic quotas established for such participation.
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Article 4.- State associations interested in participating in the championships organized

by the Mexican Baseball Federation must notify the latter of their interest in participating
within the established time.

Article 5.- Teams participating in an event may not withdraw from it without prior
authorization from the Mexican Baseball Federation and the Technical Committee.

Article 6.- State associations participating in an event may not receive a percentage of
box office receipts or cash for the performance of games.

Article 7.- Teams participating in an event may arrive at the competition site one day
before its start.

3.3 OF MANAGERS AND TECHNICIANS

Article 8.- The participating state associations must designate the number of delegates
regulated to represent them in the event, and they must be members of the Mexican
Baseball Federation.

Article 9.- The delegates of the participating associations are responsible before the
Mexican Baseball Federation for the performance of their delegation.

Article 10.- The team delegates and technicians agree to abide by and enforce the
regulations at the event. Likewise, they may not place bets on partial or total results of
the championship.

Article 11.- Participating state associations may register a maximum of one delegate,
two technicians and one umpire, duly accredited.

3.4 OF THE PLAYERS

Article 12.- Baseball players may join teams according to their age in the following
categories:

CHILDREN'S BEGINNER CATEGORY 7 AND 8 YEARS OLD

PRE-CHILDREN CATEGORY CHILDREN 9 AND 10 YEARS OLD
CHILDREN'S CATEGORY CHILDREN 11 AND 12 YEARS OLD
PRE-JUNIOR YOUNG PEOPLE CATEGORY 13 AND 14 YEARS OLD
JUNIOR CATEGORY YOUNG PEOPLE 15 AND 16 YEARS OLD
YOUTH CATEGORY YOUNG PEOPLE 17 AND 18 YEARS OLD

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Note: Players' age will be determined by year of birth without taking into consideration
the date (calendar year)

Unique: The teams participating in the Initiation, Pre-Infant, Infant and Pre-Junior
categories must have the limit measurement for the throwers:

BEGINNER CATEGORY 7 AND 8 YEAR OLD 1.45 m

CHILDREN
PRE-CHILDREN CATEGORY 9 AND 10 YEAR OLD 1.52 m
CHILDREN
CHILDREN'S CATEGORY 11 AND 12 YEAR OLD 1.62 m
CHILDREN
PRE-JUNIOR CATEGORY 13 AND 14 YEAR OLD 1.77 m
CHILDREN

There is no height limit for the rest of the positions and categories. In the other
categories there will be no height limit for any position.

Note: If a team from the categories indicated uses a pitcher who is taller than
established, the following sanctions will be imposed:

SANCTION
a) The offending team wins the match and awards the game to the opposing team.

b) For the offending losing team, the manager is suspended for one game.

Article 13.- Players of participating teams must present to the Organizing Committee
the original birth certificate issued by the civil registry of their state, school ID or
passport.

Article 14.- Players must register on the forms provided by the Federation or the
Organizing Committee containing the following information:

 Full name with paternal and maternal surnames, date of birth, age, weight,
height, position played, uniform number, photographs and other data determined
by the Organizing Committee.

The above is essential to issue the identity card for the competition.

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Article 15.- Players must present a medical authorization stating that they are physically
fit and do not suffer from any contagious disease that would prevent them from
participating in the championship.

Article 16.- Players are obliged to comply with the provisions that regulate their
category.

Article 17.- Players are obliged to maintain a dignified, exemplary and correct conduct
in all their actions, demonstrating sportsmanship, responsibility and loyalty to their team
and other teammates. They may not place bets of any kind, consume alcoholic
beverages or consume substances harmful to health.

3.5 OF THE CHAMPIONSHIPS

Article 18.- The Mexican Baseball Federation and the host associations may obtain
sponsors (individuals, commercial or public companies), without violating the rules
established in this modality of baseball and in the laws of their own entity.

Article 19.- The championships must have a minimum participation of six teams.

Article 20.- The special conditions for each event may not conflict with those of these
regulations, except when authorized by the Mexican Baseball Federation.

Article 21.- The Mexican Baseball Federation and the host associations may appoint an
Organizing Committee to carry out the event, which is obliged to comply with the
regulations established regarding finances.

Article 22.- The venues for the championships will be selected for the occasions so
determined by the Mexican Baseball Federation, subject to compliance with the
requested requirements.

Article 23.- The host association will notify the Mexican Baseball Federation and all
other associations of the date of the event, sending the corresponding invitations.

Article 24.- The assembly or executive committee of the Mexican Baseball Federation
will determine the championships to be held by category during the year, after planning.

Article 25.- The Federation and the host Association will appoint a Technical
Commission that will be in charge of reviewing the players' documentation, preparing the
calendar, and appointing and supervising the staff of umpires, scorers and compilers.
They will decide on protests and inspections of the playing fields.

3.6 OF THE GAMES

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Article 26.- The “DESIGNATED HITTER” rule will not be used in any of these
categories for the proper development of all young pitchers in their performance as
hitters.

NOTE: In case a team from the minor categories uses the designated hitter, the
following will apply.

SANCTION
a) The offending team that wins loses the match, awarding the game to the opposing
team.

b) The offending losing team will have its manager suspended for one game.

The games of the different categories will have an innings duration as follows:

CATEGORY INITIATION 6 TICKETS OR 2 HOURS

CATEGORY PRE-INFANTILE 7 TICKETS
CATEGORY INFANTIL AND PRE-JUNIOR 7 TICKETS
CATEGORY JUNIOR AND YOUTH 9 TICKETS

NOTE I. In the initiation category, if at the end of the established number of innings or
time, the game is tied, these criteria will be applied in the following order.

1.- The team that has hit the most hits in that game will be declared the winner.
2.- The team that has hit the most hits in that game will be declared the winner.
3.- The team that left the most runners on base in that game will be declared the winner.

NOTE II. In the pre-infant and children categories, if at the end of the established
number of innings the game is tied, a maximum of two extra innings may be played. If at
the end of these two innings the game remains tied, these criteria will be applied in the
following order.

1.- The team that has hit the most hits in that game will be declared the winner.
2.- The team that has produced the most strikeouts in that game will be declared the
winner.
3.- The team that left runners on base in that game will be declared the winner.

NOTE III. Pre-Junior, Junior and Youth Categories. If at the end of the regulation
number of innings the game is tied, a maximum of two extra innings may be played. If at
the end of these two innings the game is still tied, these criteria will be applied in the
following order.

1.- The team that has hit the most hits in that game will be declared the winner.

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2.- The team that has produced the most strikeouts in that game will be declared the
winner.
3.- The team that has left the most runners on base in that game will be declared the
winner.
4.- The team that has obtained the most stolen bases in that game will be declared the
winner.

FOR THE JUNIOR AND YOUTH CATEGORIES AND ONLY IN THE FINAL GAME,
THE NECESSARY TICKETS WILL BE PLAYED AFTER THE REGULATORY ONES
UNTIL A WINNER IS OBTAINED

NOTE IV. The Host Association, with the consent of the Federation, may establish time
limits taking into account other favourable factors.

NOTE V If the time allotted for the completion of a game expires during an inning, the
game must continue until its completion, provided that the home team (home club) is at
a disadvantage on the scoreboard.

Games that reach the time limit without becoming regulation games (and whether or not
there is a tie) will continue until they are legal.

Article 27.- KNOCKOUT: In games considered legal due to the minimum required
innings, the team with a lead of ten or more runs will be declared the winner of the game
and the inning must be closed only if the home team (home club) is at a disadvantage.
(Includes the final stage of the championship).

CATEGORY INITIATION 4th INNING

CATEGORY PRE-INFANTILE 4th INNING
CATEGORIES INFANTIL AND PRE-JUNIOR 4th INNING
CATEGORIES JUNIOR AND YOUTH 7th INNING

NOTE: SUPER KNOCKOUT (Advantage of fifteen runs or more) will be applied from:

CATEGORY INITIATION 3rd INNING

CATEGORY PRE-INFANTILE 3rd INNING
CATEGORIES CHILDREN AND PRE-JUNIOR 3rd INNING
CATEGORIES JUNIOR AND YOUNGSTERS 5TH INNING
(INCLUDES THE FINAL STAGE OF THE CHAMPIONSHIP)

EXAMPLE:
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 Score favoring the visiting team, the home team must close the inning.
 If the advantage favors the home team, the game will end when the visiting
team finishes batting.

 If the home team takes a lead of 15 or more runs in the bottom of the third
inning in the initiation, pre-Infant, Infant and pre-Junior categories and in the
fifth inning in the Junior and Youth categories, the game will end at the end of
the play.

Article 28.- The games will be considered regulatory when the following innings have
been made in each category.

CATEGORY INITIATION 4 TICKETS

CATEGORY PRE-CHILDREN 4 TICKETS
CATEGORIES INFANTIL, AND PRE-JUNIOR 4 ENTRIES
CATEGORIES JUNIOR AND YOUTH 5 TICKETS

NOTE: When the home team maintains a run advantage, it will not be necessary to
close the inning that qualifies the legality of the game.

Article 29.- The teams must be made up of the following limit of players:

INITIATION CATEGORY 16 PLAYERS

PRE-CHILDREN AND CHILDREN CATEGORIES 16 PLAYERS
CATEGORY PRE-JUNIOR 18 PLAYERS
JUNIOR AND YOUNGSTER CATEGORIES 20 PLAYERS

Article 30.- Pitchers may pitch a maximum of innings per game as follows:

CATEGORIES BEGINNER 4 TICKETS

PRE-CHILDREN CATEGORY 7 TICKETS
CHILDREN AND PRE-JUNIOR CATEGORIES 7 TICKETS

JUNIOR AND YOUTH CATEGORIES THERE IS NO LIMIT ON THE NUMBER OF

TICKETS RELEASED IN A DAY.

NOTE l.- In the junior and youth categories, pitchers who act up to five innings or more
must rest one day not including the day they pitched. When a double header is played
on the same day, tickets will be cumulative.

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NOTE II.- Pitchers in each category will adhere to the following pitching regulations:

INITIATION CATEGORY
From 0 to 2 innings, you can pitch the next game up to two innings.
From 2 1/3 to 4 innings. They rest for two days.
They cannot pitch more than 4 innings in one day

PRE-INFANTIL, INFANTIL, AND PRE-JUNIOR CATEGORIES From 0 to 2 innings, can

pitch in the following game

From 2 1/3 to 4 innings rest one day.

From 4 1/3 to 7 innings he rests for two days.
They cannot pitch more than 7 innings in one day.
When a double header is played on the same day, tickets will be cumulative.

NOTE III.- Under no circumstances may pitchers in the initiation, pre-Infant, Infant and
pre-Junior categories be used for three consecutive days or games.

INITIATION, PRE-INFANTILE AND INFANTILE CATEGORIES. Illegal pitches or

movements by pitchers and catchers will not be considered a balk, and umpires must
make the necessary suggestions to the offenders.

NOTE IV.- When a pitcher is removed by the manager or coach, without having
complied with rules 3.05 and 8.06 that require pitching to a batter until he reaches base
or is put out.

In the event that the pitcher is removed because he is “injured,” he will not be able to
play with his team in any position for the next ten days.

Article 31.- Pitchers may not throw curveballs in the Initiation, Pre-Infant and Children
categories; any such throws will be considered “balls,” even if they are fouls. If a hit is
produced on a curveball pitch and the batter, like the base runners, manage to advance
at least one base without being put out, the hit must be accepted. If a play follows a
violation called by the umpire, the manager may notify the umpire-in-chief that he
selects and accepts the play; such selection shall be made immediately after the play
has ended.

Article 32.- Pitchers in a game in the initiation, pre-Infant and Infant categories may not
act as receivers in the same game, nor vice versa.

Pitchers and catchers in the situations noted may do so after one day of rest.

Article 33.- Pitchers who are removed from the pitching plate and remain in the game in
another position may not pitch again in that same game, except in the youth category,
who may do so one more time as long as they are not relieved by mandatory
substitution.
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Article 34.- Pitchers who hit three batters in the same inning, or five in a game, or the
same batter twice in a game, must be replaced immediately and must leave the game.

NOTE I. Violations of Articles 30, 32 and 33 will be penalized as follows:

SANCTION:

a) The offending team wins the match and awards the game to the opposing team.
b) The offending losing team will have its manager suspended for one game.

Article 35.- In the Initiation category, base theft and squeeze play will not be allowed.
Bunting is allowed to advance runners from first to second or from second to third base.
Runners may open the base when the pitcher releases the ball on his official pitch. If
they open before then they will be marked out and the ball will be dead. At none of the
three bases will they be able to advance on a wild pitch or passed ball. He may only
advance as a result of a hit or a play that forces him to advance (a walk, hit by a batter,
interference, bases loaded). All batters who strike out will be declared out even if the
catcher does not catch the ball.

Article 35 bis.- Runners on 3rd base, in the Pre-Infant and Infant categories, may only
score with hits (there are hit and run) or as a result of a play or situation that forces them
to advance (hit, walk or interference with the bases loaded, in the case of a runner on
second base, they may only advance by Wild-Pitch or Pass-Ball to third base) but if the
catcher recovers the ball in a Wild-Pitch or Pass-Ball and makes a bad throw to third
base trying to stop the runner from second to third, the runner may continue to home at
his risk. If after a Wild-Pitch or Pass-Ball the catcher returns the ball incorrectly to the
pitcher, the runner who was originally on second base cannot advance any further and
must remain on third base.

Article 36.- In the initiation, pre-Infant and Infant categories, stealing home and the
squeeze play are prohibited.

SANCTION:
a) The offender who steals home is out by rule if there are less than two outs.
b) The person who violates the Squeeze Play, Fair or Foul play, or who tries to tag
and fails, will be out by rule, if there are two outs.

Article 37.- In the pre-infant and infant categories, neither taking off from the bases nor
stealing a base will be allowed; runners will be able to take off from the base once the
pitcher releases the ball in his official pitch.

All batters who strike out will be declared out, even if the catcher does not retain the ball.

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In the case of a Wild-Pitch or Pass-Ball, the runner(s) will advance one base if the ball
exceeds the twenty-five foot area; if the ball remains within the limits of the line, the
runner(s) will advance at their own risk, since the ball is live and in play.

Note: The twenty-five foot area must be clearly marked.

SANCTION:
Any runner who leaves the base before the pitcher releases the ball in the umpire's
judgment will be declared an automatic out. If more than one runner commits such a
violation of the rules on the same pitch, only the one furthest ahead will be penalized
and the ball will be dead.

If the pitcher throws a diving pitch that touches the ground before reaching the catcher,
and the catcher controls the ball without releasing it and a runner is mistaken into
believing that the catcher released the ball and goes to steal a base and is put out, the
out will stand; if he reaches safely, he will return to his original base.

When a runner leads first or second base after the pitcher has released the ball, and the
catcher throws badly to that base, the runner(s) on first or second base may advance as
far as they can at their own risk.

EXCEPTION:
If the throw enters dead ball territory, they will advance by concession of a base.

In a continuous play produced by a batted or thrown ball, all runners may advance at
their own risk.

MOVE:
Runner on first and third base, catcher releases throw, runner on first base goes to
second base, catcher throws to second, which the runner on third takes advantage of to
score.

In this situation, the first base runner can advance at his own risk to second but the third
base runner cannot score, he will return to third base if he arrived safely at home, but if
he is out in the play, the out will stand.

Example of continuous play.

Runner on second base, grounds to third, third baseman fields and throws to first base,
runner from second, on the throw advances toward third base, first base fielder after
making his play throws badly to third base, runner may advance to home at risk if the
ball remains in play, but if the ball enters dead ball territory he will score for the
concession of bases.

Article 38.- STREAMLINING OF THE PARTY.

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In the initiation, pre-infant, infant and pre-junior categories, the twenty-second rule does
not apply.

The batter must remain in his batter's box unless he calls "time" and the umpire believes
the request is reasonable. Only in this case will the umpire grant time.

Eight warm-up pitches shall be allowed before the first inning and also upon any pitching
substitution, and five warm-up pitches shall be allowed to the pitcher in all subsequent
innings, and the umpire-in-chief shall ensure that they are made without delay. Teams
should be instructed to have a catcher ready to warm up the pitcher as soon as the
inning is completed.

When a batter hits a home run, members of his team may not tag the batter until after he
has crossed the plate. Failure to comply with this rule will result in a warning, and if this
happens again the manager will be banned.

Only one infielder at a time may go to the mound to speak with the pitcher and only one
visit will be allowed per inning.

A team's coaches may visit the pitcher(s) up to three free occasions during the course of
the game (a free visit is one in which the pitcher is not removed from the game); upon
doing so for the fourth time, the pitcher must be substituted and must leave the game.

A second visit to the same pitcher in the same inning will result in the immediate
removal of the pitcher from the game (rule 8.06).

In the pre-infant and infant initiation categories, it may be consulted once more in the
same entry or during the game, that is, from the fifth free visit the pitcher must be
removed from the game. After the third visit in the same inning with the same pitcher,
the pitcher must be removed from the game.

Coaches or assistant coaches of each team will be allowed only three “offensive
meetings” per game. If the game goes into extra innings in the case of pre-Infant, Infant
and Pre-Junior, an additional “offensive meeting” will be allowed in each inning and for
Junior and Juveniles, an “offensive meeting” will be allowed for every three extra
innings. An “offensive meeting” will be charged whenever a coach delays the game to
speak with an offensive player, whether a batter or a runner. If there is a violation of this
section the manager will be expelled.

Article 39.- Umpires are obliged to prevent any infringement that threatens the physical
and moral well-being of the players. In this sense, they must alert the managers when
any infraction is attempted to be committed.

Examples:

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- When a batter or runner is not wearing a protective helmet. When the catcher
warming up the pitcher in the game or in the bullpen does not have his mask on.

- When the umpire observes that the catcher is not wearing the protective jockstrap
with shell.

- When the umpire observes that the pitcher makes his pitch with pain in his arm.

Article 40.- PROTESTS. Protests made by a manager concerning a suspected

improper application or misinterpretation of the official rules of Baseball shall be made to
the umpire-in-chief in accordance with rule 4.19.

When such a protest is made, the umpire-in-chief shall inform the opposing team's
manager of the content of the protest, as well as the scorer.

The protest will be submitted through a written form with the indications of the number of
the baseball rules involved, and accompanied by a deposit of $ 500.00 MN in cash,
which must be delivered to the technician assigned to work on the game.

After consulting with the umpires, a decision will be made immediately by the coach
before the continuation of the game, but if the protest is difficult to resolve, the following
will be done:

The protest must be made to the main umpire and ratified in writing by the delegate to
the Technical Commission before 12:00 hours of the day following the day in which the
protested game was played, except in the last game of the elimination round and in the
final series games where it will be made immediately. The Technical Commission will
have until 6:00 p.m. on the day following receipt of the ratification of the protest to
resolve it.

In both cases, the protest and resolutions corresponding to the last day of the qualifying
round and/or in the final series of the event will be ratified and resolved immediately.

3.7 OF FIELDS AND MEASURES

Article 41.- The different measurements for the playing fields, according to the category,
will be specified in the attached table and they may not be modified at will, except with
the authorization of the Mexican Baseball Federation and its Technical Commission.

Article 42.- The fields must present suitable characteristics, according to the
requirements of the official rules, with regard to the markings and regularity of the
terrain.

Article 43.- The host association, with prior approval from the Technical Commission of
the Federation, may establish special and different conditions on a field due to its
physical characteristics.
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3.8 OF THE GAME UTENSILS

Article 44.- The balls to be used in the events must weigh no less than five nor more
than five and a quarter avoirdupois ounces (ONE HUNDRED AND FORTY-TWO TO
ONE HUNDRED AND FORTY-NINE GRAMS) and measure no less than nine inches
nor more than nine and a quarter inches in circumference.

In the 7-8 year old, pre-infant and infant categories, the game will be played with the
Kenko-Ball (category “c”).

Article 45.- Bats may be made of wood, aluminum, graphite, magnesium, etc.,
maintaining the following measurements, depending on the category.

CATEGORY LONG DIAMETER AT ITS THICKEST PART

7 TO 8 YEARS 29 INCHES 2 ½ INCHES
PRE-INFANTILE 31 INCHES 2 ½ INCHES
CHILDREN 32 INCHES 2 ¾ INCHES
PRE-JUNIOR 33 INCHES 2 ¾ INCHES
JUNIOR AND YOUTH 35 INCHES 2 ¾ INCHES

SANCTION:
Any violator of these provisions will be sanctioned by being declared out by rule, the
plays produced by the effects of a hit will be annulled and the bat will be confiscated,
which will pass into the possession of the host Association.

Article 46.- .- Defensive players must use gloves, catcher's mitts and first base mitts,
according to the standards established in the official rules for each category.

Article 47 Double-ear protective helmets must be used by batters in turn, substitute

batters, base runners and minor base coaches.

Catchers must wear a helmet and face shield with throat protection.

PENALTY: The umpires will rectify the violation and warn the offenders.

Article 48. –Players participating in a game (offense and defense) must use
the athletic jockstrap with the protective shell and in this sense, the team
manager will be held responsible for any physical consequences suffered by
the players due to disobedience to what is indicated in this article.

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Article 49.-. Players in the different categories, except those in the junior and youth
categories, must wear sports shoes made of non-cutting material; those with rubber
studs are recommended.

PENALTY: The umpire will order the violation to be rectified within a reasonable time,
otherwise he will expel the offender (articles 48 and 49).

Article 50.- Players, managers and team technicians must wear the uniform that will
consist of a cap, shirt, pants, socks and sanitary stockings, maintaining the uniformity as
indicated by the official rules.

If possible, each team should have two uniforms, one light-colored when playing at
home, and a different color when playing away.

NOTE: They must have a number on the back of their shirt. If two uniforms are used to
play, one at home and one away, the number must be the same on both. The numbers
cannot be changed during the championship.

However, if a team needs to change a player's uniform number, it must notify the
umpire-in-chief and the manager of the opposing team; if it fails to do so and is found to
be changing the uniform numbers of one or more players, the following rule will apply.

PENALTY: a) The offending team that wins loses the match, awarding the game to the
opposing team.
b) The offending team loses the manager's suspension for one game.

3.9 GENERAL PROVISIONS

Article 51.- .- Games suspended or not started for reasons of force majeure will be
rescheduled by the Technical Commission according to the order in which they
were suspended, provided that their results were necessary to determine the qualified
teams or the champion.

Games suspended due to lighting failures will be resumed the following day in the same
situation as when they were suspended and at the beginning of the play in which the
power failure occurred. (rule 4.12) (a) (3)

In games that are already regulated, if the visiting team scores one or more runs to tie or
take the lead and the local team does not close the inning due to a natural phenomenon,
it will be a suspended game that will resume the following day in the same situation that
prevailed when they were suspended, but if the local team ties or regains the lead, that
will be the final result, even if the inning is not closed, (rule 4.11) (d) exception (1) (2).

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Article 52 In the official calendar of state and national tournaments, no more than one
game may be scheduled for each team and each state on the same day; in rescheduled
and suspended games, two games may be scheduled for one team on the same day.

Article 53.- In state championships, the Association together with the Technical
Commission will select the brand of ball to be used in the championship. In national
events the Federation will determine the brand of ball to be used.

Article 54.- Persons who commit fraud or deception in youth baseball are subject to the
sanctions provided for and, if necessary, are reported to the competent authority for the
application of sanctions in the laws of the country.

Article 55.- The Mexican Baseball Federation (FEMEBE) may delegate to the Minors
Commission the powers it has for the application of these regulations.

Article 56.- The statutes of COPABE, IBA and FEMEBE, in addition to the regulations
and official rules that govern the practice of Baseball, complement these regulations.

Article 57.- Anything not provided for in this regulation and other regulatory elements
established in article (57) will be determined by:
1. Technical Commission of the Championship.
2. Mexican Baseball Federation

TIEBREAKER SYSTEM

Article 58.- Ties in the championship round and in the qualifying round shall be
determined in the following order.

 The team that wins the game(s) between the teams involved should be awarded the
higher position.
 The fewest runs allowed between the tied teams.
 The fewest earned runs allowed in games between tied teams
 The highest batting average in games played between the tied teams.

In the final round, only third place and below in the standings will be considered. The
final of the championship will be decided between two teams in one game.

ABOUT THE AWARDS

Article 60.- A prize will be awarded to the first four places.

BATTING

Higher batting percentage.

Home-Runs.
Races produced.
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PITCHING
Clean runs allowed.
Games won and lost.

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 MOST VALUABLE PLAYER

For the purposes of calculating statistics and determining individual leaders, only
matches corresponding to the qualifying phases will be considered.

3.10 CONCLUSIONS

It is very important to know these regulations, as they govern the different categories
used in our country and it is vitally important that they are respected for the protection of
our children and young people. The Mexican Baseball Federation has implemented
these regulations with the aim of providing our country with a document that governs all
of our baseball competitions.

3.11 TEACHING SUGGESTIONS

 To address this chapter, a class is proposed that questions why it is important to

have a regulation and, above all, to know it.
 Later, in a session, the regulations will be divided into parts, teams of 3 people will
be formed to read it and time will be opened to discuss it.
 It is suggested to project a video of a baseball game where errors and successes
can be detected so that students can identify them.

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3.12 SELF-EVALUATION

Instructions: Write in parentheses the letter of the section that corresponds to the
correct answer.

1. The ages covered by the initiation category are:

a) 6 to 8
b) 7 to 8
c) 5 to 7

2. The maximum height for a player to throw in the children's category is:
a) 1.62 m
b) 1.45 m
c) 1.52 m

3. A game in the pre-junior category will be considered regulatory when the following
have been played:
a) 7 entries
b) 5 entries
c) 4 entries

4. In the initiation category, a pitcher who pitches two and two-thirds (2/3) innings must
rest:
a) 1 day
b) 2 days
c) Nothing

5. In which categories is base stealing prohibited?

a) Initiation, pre-infant, infant
b) Pre-infant, infant, pre-junior
c) Infant, pre-junior, junior

6. How many free visits to the mound are allowed in a game in the pre-junior category?
a) 4
b) 2
c) 3

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 CHAPTER 4

SECTION CONTENT

4.1 Introduction

4.2 Aspects of the launch

4.3 Exercises to obtain a proper

throwing technique
LAUNCHING
4.4 Arm strengthening
TECHNIQUES 4.5 Conclusions

4.6 Teaching suggestions

4.7 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
 TRAINER'S MANUAL

LAUNCHING TECHNIQUES

AIM
Understand the mechanics of body movements required for proper baseball throwing.

INSTRUCTIONS:

Examine the importance of throwing the ball with proper technique so that at the end of
this chapter, you will be able to:

 Identify the different parts of the body involved in the mechanics of throwing.
 Integrate the three aspects to develop the full potential of your players.

4.1 INTRODUCTION

As mentioned in multiple forums, baseball is a sport of theoretical-practical

fundamentals and the way you transmit or teach them to your athletes will determine
their success or failure. Throwing a baseball does not escape these fundamentals, with
the circumstance that if they are not well taught and mechanized, in addition to obtaining
poor performance in terms of speed and distance of the throw, you will run the risk of
your player getting injured, from a simple muscle pain to an injury that will permanently
remove him from the sport.

It is vitally important to encourage the development of good habits when throwing the
ball from the beginning and to place particular emphasis on executing the essential
technical aspects for this purpose.

Below we will indicate the exercises required for each part of the body in order to obtain
adequate mechanics that lead to acquiring a fluid and at the same time powerful
movement, to obtain maximum benefit from the talent and natural abilities that the
athlete has.

Because all parts of the body come into action when throwing a baseball, it is helpful to
break down the throwing sequence into steps for effective mechanics. The above is
done so that the student learns each step correctly and gradually, and does not have to
worry about developing all the movements at the same time.

4.2 LAUNCH ASPECTS

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All children and young people should focus on three aspects:

 The first and most important thing is to learn to throw the ball with proper and natural
motion; this includes two points, the movement of your arm and the movement of your
body until after you release the ball. The mechanics of the shot are like the foundation of
a building, it is what leads a player to develop his potential, both in speed and in the
distance and certainty with which he will launch his shots. No matter how hard you
sweat or try, you will never develop speed, length and accuracy in your throws unless
you first get your mechanics right.

 The second aspect is to increase the strength in your arm so that you can throw the
ball a long distance, in a natural and fluid way and reach as quickly as possible, your
maximum potential according to your age.

 The third basic aspect is the certainty of the shots. It will be of no use to apply great
speed and throw the ball a long distance if it does not reach the required place.

As the player develops his movement mechanics and improves his throwing speed, he
must simultaneously develop control of his shots.

These three basic aspects are related and the development of one of them leads to the
improvement of the others. The more natural and fluid the ball is thrown, the greater the
speed and the easier it is to control the shots. The only way to master these three basic
aspects is to constantly practice the exercises explained below, until they become a
movement as natural as walking.

4.3 EXERCISES TO OBTAIN AN APPROPRIATE LAUNCHING

TECHNIQUE

To start our teaching method we will break down the mechanics into 5 parts:

1. The launch.
2. The follow-through.
3. The step.
4. The beginning.
5. The unemployed.

It is important to note the convenience of instructing athletes in this order, even if the
development of the movements does not occur in this way. (The correct order is: 1.-
stop, 2.- start, 3.- step, 4.- launch and 5. follow-through).

The launch
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This first drill is intended to teach the player the proper point to release the ball, also to
impart proper rotation through the correct wrist at the time of releasing the ball, keeping
the elbow no lower than the shoulder and from the beginning, getting him used to
throwing overhand. It is essential to prevent him from acquiring bad habits that could
damage his arm later on.

To achieve the above, players are placed kneeling on their right knee for right-handed
throwers and on their left knee for left-handed throwers, with their chest facing their
partner. The purpose of this position is to get players to focus exclusively on their
throwing arm and not worry about their lower body (photo 1).

Photo 1
Once in this position, place the arm at shoulder height, parallel to the floor; the forearm
perpendicular to the arm, the hand on the same axis as the forearm and bent
backwards. The purpose of bending the hand backwards is that when releasing the ball,
a better rotation can be given by whipping the wrist forward and in this way transmitting
all the force generated by the body onto the ball. Tell your student to check the position
of his arm, forearm, hand and that the grip on the ball is correct before throwing the ball
(photo 2).

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Photo 2

From this position, the player, without moving his arm back, must throw the ball towards
another teammate, towards a net or towards a wall, stretching out his arm and fingers,
as if he wanted to poke his teammate in the eyes. The above is done in order to ensure
that when releasing the ball the wrist action is correct and to give it the appropriate
rotation. (photo 3)

Photo 3

It is important to ensure that the ball is gripped correctly and, depending on the size of
the player's hand, he or she may be able to hold it with two or three fingers. As she
grows she will be able to take it with two.

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Ball grip.

The correct way to hold the ball is to place the tips of your middle and index fingers on
the widest part of the seams, with your thumb directly below and between your upper
fingers. The advantage of taking the ball in this position is that the rotation that is given
to it makes its trajectory straight, even when it bounces on the ground (photos 4 A, B
and C).

There should be a space between the ball and the palm of the hand.

The following exercise consists of making the movement of throwing the ball, giving it
momentum with the arm, with the variation that the shoulder on the glove side points
towards the target, the throwing arm stretched backwards at the same height as the
shoulder, in a straight line with the shoulder and the target, with the thumb pointing
towards the ground. At first it should be done very slowly, making sure to bring the arm
from behind to the position of the first exercise; care must be taken that the elbow is
never below the shoulder and from there throw the ball following the same mechanics of
the previous exercise.

As you begin to master the movement, you will gradually increase the speed of the
throw. It is important to note that when you start the arm movement to throw the ball,

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you must also start turning the trunk of the body in such a way that when you finish the
throw, the chest is facing the target and the throwing arm is on the outside of the left
thigh for right-handed throwers. (photo 5).

Photo 5

B. Follow-through.
The above movement ensures, from the beginning, that the student performs a correct
follow-through, which is essential to decelerate the arm and avoid any subsequent
injury. This drill consists of familiarizing the player with the movement of throwing from a
standing position and finishing his movement with the follow-through; to do this he
stands with his feet open perpendicular to the target, a little more than shoulder width
apart, his hip and shoulder on the glove side pointing towards the target, his throwing
arm extended backwards at shoulder height and with his thumb pointing towards the
floor. This exercise is similar to the previous one, but standing. (photo 6).

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Photo 6

From this position, the arm performs the same movement as in the previous exercise.
Care must be taken that when beginning the forward movement of the arm, your feet
rotate from the initial position (perpendicular to the target) until the tip of the pivot foot
(front) points to the target, and the tip of the back foot points to the floor and your
throwing arm ends up to one side of your hip after crossing diagonally in front of your
chest. (photo 7).

Photo 7

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C. The step.
In order for the pitcher to realize the importance of momentum to generate force when
throwing a baseball, this drill is performed which consists of executing the previous
exercise as described but with the feet together instead of apart, and also the hip and
shoulder on the glove side pointing towards the target. Your movement will begin with
your step towards the target followed immediately by your arm, which will create
momentum that will help you throw the ball with more force. As in the previous exercise,
your pivot foot should point at the target and the toe of your back foot should point at the
floor. (photo 8 and 9).

Photo 8 Photo 9

D. Starting and stopping.

By now the student already has an idea of what it is and what it feels like to throw a ball
with the correct technique, so the last exercise will contain all the movements necessary
to throw a baseball.
a) Place the player standing facing the target or a teammate. (photo 10)
b) Start the movement with the foot on the throwing arm side, placing it perpendicular to
the target. (photo 11)
c) Next, step with your left leg and at the same time bring your throwing arm down,
back and to shoulder height while your left shoulder and hip are pointing at the target.
(photo 12)

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Photo 10 Photo 11

Photo 12

It is important to note that throughout the entire journey of the arm from front to bottom,
back and up, it must be extended from the start and the back of the hand must point
backwards and the thumb towards the target in such a way that when the arm reaches
up and back, the thumb is facing the floor. (photo 13)

d) Subsequently, and at the moment the left foot touches the ground, the throwing arm
should be about to release the ball slightly in front of the face, so that this event can be
seen with the corner of the eye. (photo 14)

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o
Photo 14 Photo 15
Photo 13

Finally, finish with the arm on the outside of the left thigh, ensuring a correct follow-
through. (photo 15)

It is important to remind the player that whenever the ball leaves his hand he should
whip his wrist in order to give the ball maximum rotation. (photos 16 and 17)

Photo 16 Photo 17

4.4 ARM STRENGTHENING

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As players begin to master the throwing technique and strengthen their arm, they should
warm up and throw the ball as far as they can without altering their throwing mechanics,
remembering to always throw overhand. Of course, there will be times when, depending
on the play, you will have to throw from the side or from under the arm, but for the
purposes of teaching good throwing technique, throwing from over the arm should be
included.

In order to maintain the enthusiasm of the players and avoid boredom or distractions,
aiming games are organized such as trying to hit the caps of your teammates (obviously
they will catch the balls before they are hit), or placing a target on a wall or net, the
winner being the one who hits the target the most times. With this type of game, in
addition to maintaining enthusiasm, precision in shooting is encouraged because you
will always be shooting at a precise target. Don't forget to encourage them at all times
and teach them to help and encourage each other, that way teamwork is instilled from
the beginning.

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4.5 CONCLUSIONS

Every play begins with a pitch, the pitcher's. To put out an opposing player, a throw is
required, except for a fly or interference, hence the great importance that all players can
make strong and precise throws, which are only achieved through practicing with good
mechanics.
It is important to emphasize that the exercises performed by the students must be
carefully supervised to avoid accidents and/or injuries.
Baseball is also a team game, which helps players acquire attitudes that tend towards
solidarity, integration, communication, friendship, tolerance, camaraderie, among others,
which will help them develop fully as individuals in society.

4.6 TEACHING SUGGESTIONS

Lesson planning.

The final movement of the arm when throwing a baseball will be shown on the playing
field.
The tools to be used are a glove and a ball.
Make a semicircle so that the instructor can see the correct form of the final arm
movement.
Organize the group into five teams, first practicing calisthenics and stech to warm up the
muscles.
Make rows in pairs kneeling on your right knee for right-handed people and the left knee
for left-handed people, with your chest facing your partner.
The students will make six throws with the ball and the instructor will verify that they are
done correctly,

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4.7 SELF-EVALUATION
Instructions: Write in parentheses the letter of the section that corresponds to the
correct answer.

1. The three aspects of the launch are: ( )

a) Throw the ball with the right hand at shoulder height, with great certainty.
b) Throw the ball with certainty, taking it from the seams of the widest part
and from a great distance.
c) Throw the ball with an appropriate and natural motion, increase your arm
strength and have confidence in your throws.

2. The way to throw and flex the hand is: ( )

a) Give the ball more rotation.
b) Give better rotation to the curve.
c) Have a better slider.

3. The correct position where the arm should release the ball is: ( )
a) Face to face.
b) At the height of the letters of the uniform
c) At shoulder height.

4. The correct way to hold the ball for a throw is: ( )

a) With your fingers on the seams of the ball, your thumb directly below and
making contact with the palm of your hand.
b) The tips of your middle and index fingers are over the widest part of the
ball's seams and your thumb is directly below.
c) With your fingers on the seams of the ball and your thumb directly below.

5. Mention the importance of stepping when throwing a baseball ( )

a) Have a proper balance.
b) Be confident in your shots
c) Have momentum and generate force.

6. What you should do in the step when throwing a baseball is: ( )

a) The start, the stop, the step, the throw and the follow through.
b) The launch, the follow through, the pass, the start and the stop.
c) The stopped, the start, the pass, the throw and the follow through.

7. The purpose of the throwing exercise is: ( )

a) Teach the player how to properly handle the ball.
b) Teach the player the proper spot to release the ball.
c) Teach the player to throw hard.

8. The importance of follow-through is: ( )

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a) Slow down your arm and avoid injury.

b) b) Have good control and strength.
c) Have a good fielding position.

9. The best way to strengthen your players' arms is to: ( )

a) Make them throw a lot.
b) Make them throw them away.
c) Tell them to lift weights.

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 CHAPTER 5

SECTION CONTENT

5.1 Introduction

5.2 Characteristics of an infielder

Technique for fielding ground

5.3 balls
FIELDING
5.4 Fielding different types of ground
balls
TECHNIQUES IN
5.5 Drills to teach proper technique for
THE BOX fielding ground balls

5.6 Conclusions

5.7 Teaching suggestions

5.8 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
 TRAINER'S MANUAL

FIELDING TECHNIQUES IN THE BOX

AIM
Know the fundamentals of fielding that allow you to apply the techniques required to
perform properly

INSTRUCTIONS
Study this chapter carefully so that at the end of it you will be able to:

 Distinguish the fielding techniques used in the box.

 Identify the characteristics of an infielder.
 Recognize the most appropriate position to initiate correct fielding movements.

5.1 INTRODUCTION

A strong and efficient infield is essential to the success of any team for the reason that
approximately half of the balls batted during a season or championship are ground balls
into the infield. To get a batter out, the infielder must employ a combination of proper
techniques and fundamentals.

The key to developing athletes into good infield players is to teach them applicable
techniques and have them practice them consistently. All young players can become
better fielders if they apply and develop the basic fundamentals and show a desire to
work hard to improve. Many games are won by spectacular throws by infielders, just as
many games are lost by poor infield fielding and bad throws.

A good infielder must be aggressive, have self-confidence and always be alert to any hit
headed his way. You should be proud to play that position and not be discouraged if you
make a mistake. With proper effort, all infielders will continually improve their game and
enjoy it much more.

5.2 CHARACTERISTICS OF A FIELD PLAYER

The characteristics that a good infielder must have and develop, apart from those
mentioned above, are to be agile and fast, with excellent reflexes, strong legs, a
powerful and accurate arm, to get rid of the ball quickly and to cover a lot of ground.

With time and practice, he should be able to position himself on the field and be able to
throw to the bases even with his eyes closed if necessary. He should know what his
other teammates can and cannot do, as well as know how to help them when needed.

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It should be forgotten that most of the responsibility of defense falls on the pitchers and
catchers, since the infielders handle a large number of plays, whether it be any hit
directed at their jurisdiction or covering the bases. Having a good defense in the infield
also increases the confidence of the pitcher and makes him do his job better.

A team that turns every routine play into outs will always have a great chance to win.

The drills mentioned below are designed to improve the technique of infielders, so that
they are in the right place at the right time and in mental and physical condition to play
their position excellently.

USING THE RIGHT GLOVE

The glove is a difficult tool to use, especially for young people. A glove is not like an item
of clothing that is purchased too big for when the child grows up. Shortstops and second
basemen should use a glove that is small, lightweight, and flexible. (photo 18) The third
baseman can use a slightly larger glove (photo 19), and of course, the first baseman
uses a Newman glove. If the shortstop or second baseman uses a glove that is too big,
they will have trouble getting the ball out quickly on a double play or any close play.

Photo 18 Photo 19

5.3 TECHNIQUE FOR FIELDING ROUNDS

Part of preparing to field a ground ball is to be in the optimal position to initiate the
movements necessary to field it. There are three positions: the rest position, the ready
or starting position, and the position for fielding ground balls.

REST POSITION

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In this position the player must be relaxed and attentive. The most common position is to
place the feet slightly wider than shoulder width apart and pointing forward, with the
weight of the body distributed on both feet. Hands may be placed on the knees,
although this is not mandatory, they may also be left freely at the side of the body. Many
players like to stand completely still and move their legs. This helps them relax, breathe
comfortably, and keep their head looking forward, focusing on the pitcher, catcher, and
batter.

It is important to instill in players the importance of always remaining mentally alert in

that position, which is convenient to maintain until the pitcher begins his motion to throw.

READY OR START POSITION

When the pitcher initiates the movement to throw, the infielder assumes the ready
position (photos 22 and 23). It is easier to change from the resting position to the ready
position when your hands are placed on your knees (photo 21) than when you are
completely standing. (photo 20).

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Players must always be alert on every pitch since less than half a second passes from
the moment the pitcher releases the ball and it makes contact with the bat, so infielders
are required to be in a ready position before the ball enters the contact area.

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This position allows them to react to any ball directed at their area. When the pitcher is
developing his wind-up, the fielder moves slightly toward home plate with very short
steps, almost shuffling his feet. They usually take three small steps. Some players like to
react in a similar way to a tennis player when waiting for the serve, using a rhythmic
rocking motion from side to side (photo 24). Using either of these two techniques will
allow the infielder to be in the optimal position to synchronize his movements with the
rhythm of the pitcher.

Photo 24

In this position the weight of the body should be on the balls of the feet, not on the heels,
with the knees bent and the hands completely relaxed in front of the body. The toes
should be in a parallel line and pointing slightly outwards. It is recommended that
players do not follow the ball's entire journey to home plate. At the moment the pitcher
releases the ball, the infielders should focus their vision on the contact area and
concentrate on seeing the bat contact the ball.

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POSITION FOR FIELDING GROUND BALLS

When fielding a grounder, infielders, after the ready position, must approach the ball and
execute the following.

a. Body facing the ball (whenever possible).

b. Feet slightly wider than shoulder width apart and knees bent.
c. The back almost parallel to the floor.
d. Hands in front of your body.
e. The palm of the glove is open and the fingers are pointing down.

The glove will remain touching the ground until the last moment to prevent a bad
bounce, because it is easier to adjust the glove up than down. The player must follow
the ball with his eyes until it enters the glove and catches it with the throwing hand
(photo 25).

Photo 25

Infielders should try to keep their glove hand with the fingers pointing toward the ground.
This is to maximize the fielding area of the glove (photo 26.)

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Photo 26
It is important for the fielder to watch the bounce and try to time it to catch the ball at or
below the knees, as it is easier to catch a grounder on its downward journey. The most
difficult play to catch a ball is when it is in the middle of the bounce, that is, at the
highest part.
After catching the ball, the throwing hand moves toward the glove to secure the ball and
have a proper grip before making the throw (photo 27).

Photo 27

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Next, you need to separate your hand from the glove with the ball (photo 28), take a
small step (crowhop) (photo 29), align your shoulders in the direction you want to throw
(photo 30) and execute the shot (photos 31 and 32).

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Photo 31 Photo 32

Throughout the sequence from the first movement after the ready position to the follow-
through, the player must keep his body moving rhythmically forward (photo 33).

Photo 33
It is important to note that when the ball enters the glove and is taken by the throwing
hand, the hands should be separated immediately and not brought together towards the
body. The above is done in order to accustom the player to immediately get rid of the
ball, since the fact of bringing the hands together at the waist or chest, allows the player

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to put the ball in and take it out of the glove up to two or three times before making the
shot. Many runners have reached base safely due to this bad habit of fielders.

5.4 FIELDING DIFFERENT TYPES OF GROUND BALLS.

Basically, players must field all types of ground balls, whether facing forward, to the right
or to the left, as well as ground balls at different speeds and heights, including routine
ground balls, very hard ground balls or very slow ground balls.

ROW BATTED DIRECTLY ON THE INFIELDER

These types of ground balls can be the most difficult to field for a number of reasons,
one of which is that infielders have a natural tendency to not react appropriately when a
very hard hit is directed directly at them, because it is difficult to judge the speed of the
ball and the type of bounce it may take.

These types of rolls are controlled and resolved by keeping the glove under the body.
The penultimate step before taking the ball should be done with the foot on the throwing
arm side, keeping the back almost parallel to the floor to lower the center of gravity and
have better body control (photo 34). The final step is performed with the glove-side foot
at the same time that the glove makes contact with the ground, placing the fielder in a
perfect position to field the ground ball (photo 35).

Photo 34 Photo 35

Depending on the type of ground ball, players use different methods to approach the
area where they will field the ball. The faster the fielder catches the ball, the more time
he has to throw to the base. As mentioned above, infilders should move toward the ball
with their knees bent, their back as low as possible, and their hands close to the ground.
On a slow roller, the fielder must attack the ball at full speed, keeping his center of
gravity relatively low.

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Fielders must always be aggressive and must always maintain the correct fielding
position and never lose sight of the ball.

FIELDING GROUND BALLS TO HIS RIGHT

Starting from the ready position when the pitch is thrown to home plate, the fielder must
be ready to react quickly to any ball that is hit into his area, keeping his body as low as
possible (photo 36). You will bend to the right as you begin to rotate your right foot. The
left leg will cross in front of your body in a long step to the right. This cross-over step
allows the fielder to cover the maximum distance possible in his first step.

Photo 36

Many players have a tendency to take a small step with their right foot before taking
their cross step with their left foot. This action must be corrected because it wastes
valuable time and does not allow you to advance the same distance in the first two steps
as you would if the first step were crossed with your left leg.

Keeping his eyes on the ball at all times, the fielder will assume his fielding stance with
his knees bent and his hips low, the fingers of his glove pointing toward the ground so
that the ball is fielded in front where it can be clearly seen (picture 37).

FIELDING GROUNDS TO THE LEFT

The technique for moving to the left on ground balls hit in that direction is virtually the
same. The pivot is made with the left foot (photo 37) and the first step is crossed with
the right leg (photo 38). Likewise, the fielder moves quickly to get behind the ball in his
fielding stance, with his body under complete control and balance.

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Forum 37 Photo 38

FIELDING AND THROWING TECHNIQUE

After being fielded, all ground balls require a throw to a base. To achieve this, it is
necessary to combine precise mechanics between fielding and throwing in a rhythmic
and fluid movement.

Once again the fielder must be in a ready position at the moment the pitcher throws to
the batter. Immediately after the ball is batted, the fielder must react quickly. Whenever
possible, you should catch the ball; the exception will be a very strong ground ball that
does not give the player time to move.

As explained above, the fielder must position himself behind the ball in the correct
position; as soon as the ball enters the glove, his hands must be slightly retracted to
soften the catch (photo 39), and he must immediately remove the throwing hand from
the glove with the ball properly gripped. The motion of throwing the ball begins when the
fielder takes his first step towards the target with his right foot and then with his left foot.
This action must be done like a crowhop which will give the fielder some inertia to make
his throw.

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Photo 39

FLIPPED GLOVE FIELDING

Whenever possible, fielders should field the ball facing forward; in some situations,
ground balls from the pitching arm side may not be reached facing forward and must be
fielded with the glove turned upside down.

In such cases, from the ready position the fielder moves laterally towards the ball with
his knees bent and the glove hand close to the ground, which will be completely open
and with the fingers pointing directly at the ground and the palm of the glove facing the
ball, for which the wrist must be turned; when catching the ball, the glove is 15 to 20 cm
in front and to the side of the glove-side foot (photo 40); then the pivot foot (the right
one) is planted, the shoulders and hips are aligned towards the base to which the throw
is to be made. It is important to remember that throughout the entire play and until you
have the ball in your throwing hand, you should not take your eyes off the ball for even a
moment.

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Photo 40

5.5 DRILLS TO TEACH PROPER TECHNIQUE FOR FIELDING

GROUND BALLS.

STEP BY STEP EXERCISE

Purpose.

Direct players through the different steps or stages that go into the mechanics of fielding
a ground ball.

Procedures.

Place your players in front of you in a line two meters apart from each other. Next,
explain and show each of the steps that make up the mechanics for fielding a ground
ball.

Then, mention one by one the steps shown above so that your players can execute
them at each command of your voice. As they become more proficient in the
movements, increase the speed of your commands until they are executing them
fluently.

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INITIATION EXERCISE

Purpose.

Introduce children to the art of fielding ground balls and be close enough to them to
instruct and encourage them.

Procedures.

Place a line of players in any of the infield positions, then proceed to throw grounders to
them from the front and to both sides. At all times you must observe that they execute
the fielding according to the techniques described in the previous exercises. Once the
player has been fielded, he must perform his mechanics to throw and move to the last
place in the line.

EXERCISE BETWEEN INFIELDERS

Purpose.

Practice fielding technique without having the instructor throw the ground balls so that
he or she can supervise several groups at once.

Procedure.

Place two rows of players one deep facing each other, fifteen metres apart. The
distance may vary depending on the age and fitness of the players. Next, the first player
in one of the rows will throw a ground ball to his teammate in the row opposite and then
immediately line up at the back of the row. The player who receives the ground ball will
field it with the appropriate technique, previously taught by the instructor, and will return
the ball from the ground ball to then line up at the back of his row, and so on. The
instructor's job is to supervise and correct his players, as well as maintain their
enthusiasm.

Variation
In order for players to be able to field grounders on both their right and left, instruct your
players to throw the ball in either direction.

EXERCISE TO DEVELOP SOFT HANDS

Purpose.

Teach your players proper technique to develop soft hands when fielding ground balls.

Procedure.

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Place a row of players in the box. Next, you should throw or hit ground balls at them with
a tennis ball, for which the fielder should put special emphasis, slightly retracting his
hands to cushion the blow of the ball to prevent it from bouncing and not being able to
catch it. In this way, in addition to practicing the technique for fielding ground balls, you
will be developing the skill of soft fielding and creating what is known in baseball as “silk
hands” (photos 42 and 43).

Photo 42 Photo 43

Variation.

Players will be reminded to practice this drill at home by throwing the tennis ball against
a wall, then fielding it and throwing again. That way, if you do it daily, in a period of 10 to
15 minutes, you will be able to field more than 100 ground balls every day, which will
greatly increase your ability to field ground balls.

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WALL EXERCISE

Purpose
Practice fielding techniques for ground balls, as well as throws at a stationary target.

Procedure.
Place the players in a line one deep facing a wall ten meters away. (Distance may vary
depending on the age and abilities of the players). Previously, draw a box on the wall
measuring 30 cm on each side, at a height of 1.5 metres.

Next, tell the player in front of the column to throw the ball trying to hit the square, and
then immediately move to form behind, with the purpose of allowing the next player to
field the rolling ball when it bounces off the wall, and so on. It is advisable to use a
rubber ball the size and weight of a normal baseball.

Variation.
Place two columns of players at a 45-degree angle each to the wall and repeat the
above procedure.

INFIELD EXERCISES

Purpose.

Give players the opportunity to field a large number of ground balls without putting their
arm at risk. It is also used as a conditioning for the legs; it allows to evaluate possible
candidates for infielders and to correct errors in the execution of the technique, such as
body control, glove handling, etc.

Procedures.

It can be done on any flat terrain. The bases are placed 75 feet (22.8m) apart from each
other, a distance that can be shorter if necessary with the possibility of overlapping
several diamonds if required and according to the age of the players. A gym can even
be used if weather conditions do not allow practicing outdoors.

1. Place one or two infielders at each position including catcher. Before starting the
exercise, make sure that the players warm up their arms and body in general.
2. Then proceed to throw or hit grounders to the left, center and right of each player;
after several rounds of throwing to first base, proceed to make a double play.

The success of this drill depends largely on the coach's ability to serve all types of
ground balls and make appropriate observations and corrections at the time of
execution.

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It is important to point out to players when they are doing a good job and to maintain a
high level of enthusiasm and excitement throughout the practice.

3. This drill also helps catchers to acquire good technique for fielding, bunting,
throwing to the bases, forcing out at home plate and looking for a double-play by
throwing quickly to the bases. The shortstop and second baseman can also
practice tagging runners, double plays, double steal defense drills, throwing to
home and to all bases. For the third baseman, in addition to the above, he will be
able to practice and improve his defense against bunt hits without fear of straining
his arm.

The duration of the exercise can be easily adjusted to the time available, according to
the program, the practice and the physical condition of the team.

ORIENTATION EXERCISE

Purpose.

Help infielders identify the exact location of the bases in relation to their position, so they
can throw accurately without having to visually locate them and always stay alert.

Procedure.

Place the infielder in position with a first baseman to receive the throws. Next, throw or
hit several ground balls in a row; as soon as you have thrown to first base and without
allowing him to settle, the next ground ball must be hit.

After you have fielded and thrown fifteen to twenty hits, place a player on second base
and repeat the procedure, but this time throwing to second. Continue the drill until the
player feels tired. Repeat the drill with another infielder. This exercise should be
repeated as many times as necessary until each infielder can throw to the bases almost
with their eyes closed. Special care must be taken to ensure that players do not
overwork their arms at any time.

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STAR EXERCISE

Purpose.

Force players to stay low when fielding grounders.

Procedure.

This exercise requires five or seven players (must be an odd number).

1. Place the players in a ready position according to the figure, with a separation of
approximately five meters between each of them.
2. Give a ball to player “A”
3. “A” throws a grounder to “C”, then “C” throws to “E” and “E” to “B”, “B” to “D” and
“D” back to “A”.

A time limit should be given for players to increase the speed of their movements and
make as many moves as possible.

Variation I.
1. Give one ball to A and one to B, follow the same procedure above, except now
you will do it with two balls, which requires greater concentration on the part of the
players. Start with both balls at the same time.

Variation II.
1. Proceed to place them as in the original exercise but this time “A” throws a
grounder to “C”, “C” throws underhand to “E” (the throw underhand will be as if he were
going to execute a double play), “E” throws a grounder to “B”, “B” throws underhand to
“D”, “D” throws a grounder to “A”, “A” throws underhand to “C” and so on.

2. Increase the number of balls as players show increasing skill.

Variation III.
1. Set them up as in the original drill except that players will move to field ground
balls clockwise or counterclockwise; this will simulate fielding ground balls to the right or
left of the player.

2. As in the previous exercises, increase the number of balls as your players

improve their skills.

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BALANCE EXERCISES

This drill is described in detail in Chapter Six of this manual, called Outfield Fielding
Techniques.

HEADBOARD DIVE EXERCISES

When a ground ball is hit so hard and so far from the fielder that it cannot be caught in
any of the conventional ways, the player must literally fly in a desperate effort to prevent
the ball from continuing its journey into the outfield.

When third and first basemen dive headfirst due to a hit, they generally have more time
to recover and get the runner out, unlike second basemen or shortstops who have less
time because the ball travels a greater distance than it would to get to first or third base.
But either way, if the catch is made, it prevents a runner from advancing an extra base
or scoring a run, hence the importance of preparing players to make this move correctly.

Diving headfirst tends to hurt the player, as it is not comfortable to throw oneself to the
ground and run the risk of hitting oneself, and all the muscles are subjected to a great
deal of effort.

Purpose.

Help minimize the chances of players becoming injured or sore after a dive, but it is
important to note that it is not possible to completely prevent the risk of injury.

Procedure.

Begin this drill by having the players kneel on the grass, preferably an area that is not
too hard (photo 44). Without a ball, order them to extend their body until they fall on the
glove side, trying to cushion their fall with the other hand placed in front of the chest.
They must extend the glove arm as far as they can and with it completely open. Next, do
the same thing but on the side of the throwing hand where it is a little more difficult, as it
is on the opposite side of the glove. After several attempts, the instructor can roll the ball
slowly so that the player dives and catches the ball from the kneeling position, gradually
increasing the speed of the rolls (photo 45). Afterwards, have it practiced from the ready
position by taking a cross step towards the corresponding side. First without a ball and
then with the instructor throwing the ground balls.

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Photo 44 Photo 45

Often, when making this play, the ball may just stop without a clean catch; in this case,
tell the player to get up and pick up the ball with his hand, keeping his eyes on the ball
and not on the runner. It is very common that in desperation to get the runner out, they
take their eyes off the ball before having it secured in their hand.

5.6 CONCLUSIONS

Among the organic qualities that an individual must have in order to develop as an
excellent athlete, especially in baseball, are those of being agile of mind, fast and with
good reflexes, strong legs, a powerful and accurate arm, etc.

It is important to note that these skills are achieved through practice. Through this
practice, the fielders in the infield will be able to master the fundamental techniques for
fielding ground balls, depending on the time dedicated to this technique, the frequency
of the classes for teaching and their content, elements that together determine the
progress and development of the students.

In any case, efforts must be made to maintain the safety of the players and be alert to
possible injuries and/or accidents.

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5.7 TEACHING SUGGESTIONS

For a class session, the first step will be to warm up the muscles, doing short runs,
stretching, arm warm-ups and several pitches with the baseball.

It is recommended that students be placed in their position or base on the infield, and
that the proposed exercises be practiced repeatedly: fielding grounders and simulating
any situation that could arise in the game.

It is important that the instructor corrects the movements at the time of performing the
exercises to avoid injuries and ensure correct learning of the mechanics of the
movement. In the content of this chapter, several exercises are proposed for the
practice of this technique.

5.8 SELF-EVALUATION
Instructions: Write in the parentheses on the right the letter of the section that
corresponds to the correct answer.

1. The key to turning players into good fielders is: ( )

a) Apply the basic fundamentals by working hard.
b) Teach them the appropriate techniques and constant practice.
c) That they are aggressive, have confidence in themselves.

2. The proper glove for second baseman and shortstop should be: ( )
a) Large, flexible and light.
b) Flexible, small and heavy.
c) Light, flexible and small.

3. The basic positions for fielding a ground ball are: ( )

a) Rest position, ready position, fielding position.
b) Rest position, ready position, starting position.
c) Rest position, preparation position, fielding position.

4. The correct glove position when fielding a ground ball is: ( )

a) Touching the floor.
b) With the fingers of the glove pointing downwards.
c) On the knees.

5. Where is it most convenient to catch a rolling? ( )

a) Immediately after it bounces on the ground.
b) At or below the knees.
c) At the highest point of the boat.

6. What is the movement that the player must execute after fielding a ground ( )

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ball?
a) Secure the ball, do a follow-through and move rhythmically
b) Bring your hands together towards your body, take a small step and align
your shoulders towards the target.
c) Separate your hands, take a small step and align your shoulders towards
the target.

7. To field a ground ball to the right or left the fielder must: ( )

a) Keep your body as low as possible, bending it towards the roll, take a
step crossing your leg in front of your body.
b) Keeping your body as low as possible, take your first step on the leg
closest to the roll.
c) Stay as low as possible, take a small step and then take a cross step.

8. When does the moment of throwing the ball begin? ( )

a) When he takes the ball.
b) When the fielder takes a first step towards the target.
c) When he releases the ball.

9. What is the purpose of the initiation exercise? ( )

a) Observe that the ball is fielded correctly.
b) Throw rolling at them from the front and to the sides.
c) Introduce children to the art of rolling fielding.

10. What is the purpose of the star exercise? ( )

a) Force players to stay low when fielding grounders.
b) Force players to field many grounders in a short time.
c) Force players to coordinate correctly.

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SECTION CONTENT

6.1 Introduction

6.2 Characteristics of a good gardener

The position for fielding

6.3
Technique for fielding fly balls
FIELDING 6.4
Technique for fielding ground
TECHNIQUES IN 6.5 balls

6.6 Drills for fielding fly balls

THE OUTDOOR
6.7 Conclusions

6.8 Teaching suggestions

6.9 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
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OUTFIELD FIELDING TECHNIQUES

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6.3 THE POSITION FOR FIELDING

There are three basic positions that most gardeners use, which we describe below.

 Rest position.

It is the position that the outfielder normally assumes when the pitcher has not yet made
his pitch. This position is generally used between pitches.

It is in this position that the outfielder analyzes the game situation to assess the batter's
count, the number of outs, the runners on base, their speed, the type of batter at bat,
etc. In this position the gardener is standing, comfortable and relaxed (photo 46).

Photo 46

 Ready position.

At the start of the pitcher's wind-up, the outfielder uses a semi-crouched position, but not
as much as an infielder; with his hands resting on his semi-bent knees, or on his thighs
(photo 47).

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Photo 47

Your feet are slightly wider than shoulder-width apart and your toes are pointed slightly
outward, with your body weight resting on the balls of your feet, never on your heels.

Some outfielders prefer to have one foot slightly back, with the slight disadvantage that if
the ball goes off to the opposite side of their back foot they may lose a fraction of a
second in getting up for the ball, but if the outfielder is comfortable and fields acceptably
in this way, there is no problem in allowing him to adopt this position. In this position, the
gardener should be relaxed and alert.

 Starting position.

As the pitcher releases the ball toward home plate, the outfielder will remove his hands
from his knees and be ready to take off as quickly as possible in any direction the ball
might go (photo 48). It is advisable, just like infielders, to take a few small steps forward
or in the same place to break the static of the position and have the necessary inertia to
come out in a timely manner for the hit.

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Photo 48

The coach must remember that each player is an individual and that small variations in
the player's position can be allowed as long as he feels comfortable and confident; this
allows for the relaxation necessary for a quick start which makes the difference between
a good fielder and one who is not.

6.4 TECHNIQUE FOR HIGH FIELDING

One of the most important aspects of catching a fly ball is to get out of the ball in time.
To achieve this, it is necessary to observe the batter at the moment the pitcher throws
the ball to home plate; at that moment, the fielder will observe if the batter takes his step
and executes the swing in such a way that he pulls the ball, hits it late, etc. All of this will
help the outfielder in his initial start for the ball.

Whenever possible, the outfielder should make an effort to catch the ball by attacking it
to gain momentum toward the infield; this will give him momentum and make a stronger,
faster throw to the cutter on the play to prevent runners from hitting and running,
advancing a base, or scoring a run.

To properly catch a fly ball, you must observe the ball's downward travel over the glove
and catch the ball with both hands, on the throwing arm side (photo 50).

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Photo 49 Photo 50

There is little point in catching a fly ball with one hand on the glove side when with a little
effort and technique, a safer catch can be made with two hands, as well as a quicker
throw. Major League outfielders who routinely catch fly balls with one hand are not good
examples for young players who want to learn from their idols. The great Willie Mays
had the habit of catching the basket ball at belt level and in his time all the children and
young people tried to imitate him and there were a great number of them who were hit in
the chest and arms by the ball. With the above we want to emphasize to coaches that
just because a famous player is successful does not mean that he is using the best
technique.

Consequently, outfielders must immediately run to the spot where the fly ball will land
and get there first, whenever possible, to catch it. They must run on tiptoe and swing
their arms at their sides (photo 51) and stretch out their glove to catch the ball at the last
moment. If the fielder runs the entire distance with his glove arm extended, all he will
accomplish is slowing down (photo 52).

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Photo 51 Photo 52

All routine lifts must be caught at eye level. (photo 50). As soon as the ball makes
contact with the glove, the hands and wrists will retract slightly. This movement will
soften the impact of the ball with the glove and decrease the risk of it falling out of the
glove.

6.5 TECHNIQUE FOR FIELDING ROLLERS

It is important for outfielders to always keep in mind that the batter and runners will try to
advance an extra base, so it is necessary to instill in your outfielders, from the
beginning, to catch the ball and throw it to the cutter on the play as quickly as possible.

There are three techniques for fielding ground balls depending on the game situation: no
runners on base, with runners on base, and with the tying or winning run in scoring
position.

 No runners on base.

It is the responsibility of all outfielders to ensure that on a single hit the batter-runner
does not go beyond first base. Therefore, it is necessary to quickly attack the ball and if
the hit is very strong, block it with the body and then throw to the cutter of the play, who
must be in line with second base. In children's baseball, due to the size of the fields,
they will be able to throw directly at the bag. To do this, the fielder will attack the ball
until he is positioned right in front of it, and then kneel on the knee on the side of the
throwing arm and not on the glove side as shown in photo 53.

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Photo 53
Here the outfielder is blocking the ball on his glove-side knee instead of
his arm-side knee, which will make it difficult for him to make his throw
quickly.

In the correct position the fielder will be ready to field the ball or to block it in the event of
a bad bounce. You will need to use both hands and follow it with your eyes until it enters
the glove; you will immediately need to pick it up and throw it back to the cutter. This is a
very safe method, especially if your team is ahead on the scoreboard, it is essential to
prevent the runner from advancing an extra base.

 With runners on base.

In a situation where there are runners on base other than the tying or winning run or the
last innings, the outfielder must field the ground ball like an infielder; this means that he
will immediately attack the ball and when facing it he must bend his knees, lower his
hips, place his left leg in front of his right leg 15 to 20 cm for right-handers and the
opposite leg for left-handers, separated at shoulder height, with his hands relaxed and in
front of his body with the palm of the glove facing the ball; his gaze must remain on the
ball the entire time until it enters the glove and is caught by the pitching hand (photo 54).
Once the ball is fielded, it must be thrown to the height of the cutter's chest.

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Photo 54

 With the tying or winning run in scoring position.

This is the only situation where the fielder is allowed to field with one hand in the later
innings, for which he must attack the ball at full speed by lowering the glove to catch the
ball on the side of the front foot (the left for right-handed fielders and the right for left-
handed fielders, photo 55).

Photo 55

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Fielding the ball this way is very risky and the probability of failure is much higher than
with the other methods, so it should only be used in the last two or last innings of the
game, when the winning run for the opposing team is in scoring position, or in the later
innings to avoid falling further behind on the scoreboard. Some managers call this play
“All or nothing.”

6.6 DRILLS FOR FIELDING ELEVATIONS

 Balancing exercise

Aim.

The purpose of this drill is to teach outfielders and give them the skills to react after they
misjudge a fly ball and recover, maintain good body balance, and execute the play well.

Procedure.

To do this, place your gardeners in their position or in a row, taking care that they do not
interfere with each other when doing it. Hit a very high fly ball and when the ball is at its
highest point, the outfielder must make a complete turn before catching the ball. Once
you become familiar with the drill and your skill develops, you can take two or three
turns before making the catch; to keep the practice interesting and fun, play a game of
seeing who can catch the most flys by taking the most turns possible (photos 56 and
57).

Photo 56 Photo 57

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This exercise also awakens the sense of orientation and can be complemented by
indicating a possible situation of the game, so that once the ball is caught, they throw to
the cutter or to the correct base.

 Exercise to keep the ball from moving in the air.

Aim

The main function of this drill is to teach outfielders to run on the balls of their feet rather
than on their heels; when running on the heels, the head is more likely to move and
therefore the eyes cannot focus properly, which makes the ball appear to be bouncing in
the air.

Procedure.

To carry it out, three balls are needed for each player. They line up outside the foul line;
at the starting signal or a whistle blows, the outfielder runs full speed to the right,
catches the fly ball sent to him by the coach and immediately runs to the left to catch a
second fly ball and again runs to the right to catch another fly ball, but this time it will be
longer. Once he catches all three balls he sprints back and hands them to the coach or
puts them in the basket next to him and returns to form the line. During the development
of this exercise the trainer should insist that they run on the balls of their feet.

The player must focus on a point at head height when running before turning to look for
the ball. He should also be instructed to turn only his head to locate the ball and not his
entire body, because if he turns his entire body, he will lose speed, stumble, and even
fall. When this drill is performed correctly by the player, the result is a surprising
improvement in the skill and confidence that his players will develop in fielding fly balls.

 Reactions

Aim.

This is an excellent exercise to strengthen the legs of gardeners and the entire team in
general.

Procedure.

Place a line of players behind you and have them come forward one by one. With a ball
in your hand you indicate where they should run: left, right, backward, forward. The
coach only makes the signal with the ball in his hand indicating where the player will run
(without speaking), and the player will shout the direction as soon as he changes the
direction of his run (photo 59).

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Photo 59

Once the player changes direction 5 to 6 times, a fly ball will be thrown to him with his
hand, so that once he catches the ball he returns at full speed to his place in the line and
hands the ball to the coach.

 Elevation practice.

Goals

To get the outfielder used to reacting immediately, it is a good idea to hit or throw fly
balls with your hand without telling the player the direction of the ball. Fly balls should be
thrown in all possible directions, whether forward, backward, right, left, as well as line
drives directly at them so that they learn the footwork they should perform in each of the
situations they are presented with.

Procedure.

Place the fielders in position or in a line and proceed to hit or throw fly balls to them so
they can practice fielding in all directions and to make it more interesting, also call out
possible game situations and watch which base or cutter they throw to. Praise them
when they do it correctly and instruct them, do not scold them when they fail.

 Drills for fielding ground balls

(Touching the grass on the right and left.)
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Aim.

This drill will develop the ability to move left or right while running in a crouch to field a
ground ball, and will also serve as good physical conditioning.

Procedure.

Place your players in the outfield in front of you in a row, approximately two meters apart
from each other. Tell them to get into a fielding position with their hands on their knees
or thighs at the command "get ready" and then, at the command "get set," they should
take their hands off their knees and, without getting up, take three steps in place,
starting the first step with the glove-side leg, which helps them break the static and
acquire some movement and rhythm to take off for the ball.

At the shout of "ball" or some other word, the players begin by crossing the step in front
of the body with the leg opposite to the direction of movement, that is, if advancing to the
right, the leg that crosses in front of the body is the left and vice versa, and will take 10
to 12 steps in the indicated direction while touching the grass with their open glove at
each step and the palm of the glove facing the coach; later they will execute the same
movement in the opposite direction. The exercise is repeated until the players feel tired
(photo 60).

Photo 60

 Shots to the cutter

Aim
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Train players to always throw the cutter.

Procedure

Place three players 40 m apart. between each other (the distance may vary according to
the aptitude of the athletes), the player in the middle will act as a cutter.

Then one of the players on one end will make his throw to the cutter who in turn makes
the relay throw to the player on the other end and so on. After the cutter makes ten relief
throws he will be replaced by another player (photo 61).

Photo 61

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6.7 CONCLUSIONS

As already mentioned, sometimes little importance is given to the preparation of

gardeners. However, to win games you need ideal outfielders, that is, they must be
skilled and capable of creating a winning team. A good outfielder helps his team in
different ways, no matter how good his pitching or batting may be.
Given the importance of the role that outfielders play in baseball, it cannot be overlooked
that they require the encouragement of the coach even though they may not be
excellent hitters. Their role is fundamental because, as in all sports, the game is won by
the team and not just one member of it.

6.8 TEACHING SUGGESTIONS

 The coach is advised to take the players to the field and place them in their
corresponding positions in the outfield. There, they will be explained the role that a
fielder plays in the outfield and its importance.
 Present a video where the coach can illustrate the positions of the players in
baseball, so that the students can distinguish the differences between the fielders in
the infield and in the outfield.
 Conduct group comments to get better feedback on what was seen in the video.

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6.9 SELF-EVALUATION
Instructions: Write in the parenthesis on the right the letter that corresponds to
the correct answer:

1. Mention the general characteristics that the center fielder must cover: ( )
a) Good speed and excellent arm for fielding ground balls
b) Excellent speed, good at fielding ground balls and good arm
c) Adjust the arm

2. Indicate where the outfielder should throw on a throw to the infield: ( )

a) To the cutter
b) To the pad
c) To the home

3. Where the fielder should throw after fielding: ( )

a) A ground ball double hit with second base occupied.
b) A double with first base occupied.
c) A short line drive hit with second and third bases occupied.

4. Who's in charge in the garden? ( )

a) Left fielder
b) Center fielder
c) Right fielder

5. Mention the method to block a ground ball in the garden: ( )

a) Bend your knees
b) Place one knee on the floor
c) Lower the hip

6. When is it advisable to block the ball? ( )

a) With runners on base
b) With the tying or winning run in scoring position
c) No runners on base

7. List the positions that the gardener assumes: ( )

a) Rest position, ready position and start position
b) Ready position and start position
c) Rest position and ready position

8. Why is it not advisable for an outfielder to start covering the base when he ( )
sees a runner stealing?
a) Because you can lose the static of your position

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b) Because the hit can go to your position

c) Because you can lose a fraction of a second when going out for the
hit

Instructions: Write in the parentheses on the right the answer that corresponds to
the correct answer where T is true and F is false.

9. A line drive must be blocked by the fielder if first and second base are ( )
occupied.

10. Outfielders must be the most tired players at the end of the game. ( )

11. The left fielder should have the strongest arm of the three outfielders. ( )

12. A fly ball hit between the center fielder and the second baseman must be ( )
caught by the first baseman to call for it.
13. It is safer to catch a fly ball with one hand. ( )

14. To increase speed when running for a fly ball, it is good to keep the glove arm ( )
extended the entire time.

15. To prevent a runner on second base from advancing to third, the outfielder ( )
must kneel to block the grounder.

16. The “all or nothing” play must be used with a runner on third base. ( )

Instructions: Write in the parentheses on the right the letter of the section that
corresponds to the correct answer.

17. The left fielder is characterized by: ( )

a) Having a less powerful arm because the longer throw is made to home
plate.
b) Be faster because you have to cover the most ground in the garden.
c) Having the best arm because he makes the longest throw from the outfield
to third base.

18. The rest position is used when: ( )

a) The pitcher starts the wind up.
b) The pitcher has not yet thrown a pitch.
c) The batter hits the foul ball.

19. The fielder after fielding must throw: ( )

1) A ground ball double hit with second base occupied.
2) A double with first base occupied.
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3) A short line drive hit with second and third bases occupied.

20. The player in charge of the garden is: ( )

a) The left fielder.
b) The center fielder.
c) The right fielder.

21. The only situation in which the fielder is allowed to field the ball with one hand ( )
is:
a) With the tying or winning run on base.
b) With a single hit and the tying or winning run on second base.
c) With the tying or winning run in the last innings.

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SECTION CONTENT

7.1 Introduction

7.2 Catcher's Equipment

7.3 Catching Positions

7.4 Disguising the pitches

CATCHING
7.5 Throwing to the bases
TECHNIQUES 7.6 Twisted to the bases

7.7 Conclusions

7.8 Teaching suggestions

7.9 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
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CATCHING TECHNIQUES

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Before the game, the catcher should discuss with the starting pitcher the strategy for
making pitches to opposing batters. If it is their first time playing against that team, they
should start with their best pitch until they get to know the hitters.

If the catcher has seen the opposing team play before, he should have some knowledge
of the opposing players, particularly in batting. In any case, the pitcher and catcher
should have a brief meeting to discuss the plan for starting the game.

Before making the infield with the rest of the team, the catcher should jog, stretch and
warm up his entire body, as this will prevent pulls or tears during the game. The catcher
will mainly benefit from warm-up exercises due to his position, which requires him to
perform a number of squats. He must also take the time to properly loosen and warm up
his arm, first with short throws and then lengthening them until he can throw a distance
comparable to a throw to second base. One way to strengthen your arm is to pass the
ball in batting practice.

It is advisable that after the infield, the catcher who is going to open the game receives a
few warm-up pitches from his pitcher. The catcher should return the ball to his pitcher
with throws around the chest area, preferably on the glove side. Pitchers should not
waste their energy catching bad throws from the catcher.

Whenever any catcher warms up his pitcher he should create the habit of wearing a face
shield; this way he will get used to wearing it all the time and will adapt to seeing through
it.

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7.3 POSITIONS FOR CATCHING

There are three basic positions for catching.

 The position for giving signs.
 The position without men on base.
 The position with men on base.

Catchers who play high-level baseball generally show no difference between the off-
base and on-base positions. But for teaching purposes, it is convenient to teach the
three positions and later the player himself will define his style according to his strength
and physical constitution.

POSITION FOR GIVING SIGNALS

This position is primarily used to give pitch signals to the pitcher. The signs must be
easily visible to the pitcher, but hidden from the opponent, especially the first and third
base coaches, as well as the runners.

The catcher will take the following position (photo 62). Your body will be crouched,
facing the pitcher, relaxed and comfortable.

Feet shoulder-width apart, weight of body on the balls of your feet, almost on your toes.
Back straight, not leaning forward.

Photo 62

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The glove hand will be placed outside the left shin guard, at knee height, serving as a
screen, preventing the coach or third base runner from seeing the signal. The right thigh
and knee are used to cover the signals from the coach's or first base runner's gaze.

The right hand should be in the middle of the crotch, while the arm and elbow will be
fixed to one side of the body. The hand should not be too far from the crotch or too low
or too high, otherwise the coaches or runners can steal the signal.

A. Position without men on base

This position is used to receive pitches for most of the game and is used when the
catcher's speed of movement is not a priority since there are no men on base and the
batter is less than two strikes away.

As you can see, it is very similar to the previous position, except that the feet are placed
more open and pointing slightly outwards and the heels can be in contact with the
ground.

It is necessary for the catcher to feel comfortable because in this position he will receive
up to one hundred pitches during the game. For this reason, it is necessary to minimize
the effort on the ankles, thighs and knees. In this situation you can also get on one knee,
or stretch one leg and lower yourself almost to the ground and place your throwing hand
behind your back or behind your right foot. In any case, it is important to give the pitcher
a good target and the umpire the best view by “catching” the pitch as close to the batter
as possible (photos 63, 64, 65 and 66).

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To give the pitcher a good target, the glove hand should be facing the pitcher with the
elbow slightly bent. The glove should be angled slightly with the fingers pointing toward
the right shoulder.

Also, the wrist will be flexed upward to show the pitcher the center of the glove (the open
glove). Once the pitcher's arm reaches its highest point before releasing the ball, the
catcher will give the glove a slight twist in order to relax his arm and have greater
mobility to catch the ball.

The arm and elbow of the glove hand should always be outside or above the knees, so
as not to block the catcher's arm from catching the ball.

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B. Position with runners on base.

This position is used primarily with runners on base or when the batter has two strikes,
as it makes it easier to throw to the bases, block pitches on the ground, and handle
situations where the batter may surprise-bunt to get on base. Although it is not used in
professional baseball, this position is convenient for rookie catchers, as it makes it
easier for them to throw to the bases quickly.

To perform it, the catcher squats with his feet slightly wider than shoulder-width apart,
and the right foot slightly behind the left; the toes of the right foot are placed at the
height of the arch of the left foot (photo 67).

The hip and glove should be raised so that the back is almost parallel to the floor, but
without lowering it too much, as this would reduce mobility. The weight of the body
should be distributed on the front part of the feet, not on the heels. The glove hand is
comfortably extended toward the pitcher, and the right hand is clenched with the thumb
between the fingers, placed behind the glove (photo 68).

This position presents a good target to the pitcher and does not impair the umpire's
view.

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Most common mistakes.

The following mistakes are perhaps the most common in the above positions:

 Poor arm and hand position when calling pitches, which allows the opposing team to
steal signs.
 Hitting the target in the middle of the strike zone, rather than at knee level.
 Having the weight of the body on the heels, instead of the balls of the feet, with
runners on base or with two strikes.
 Open the right hand prematurely. This error increases the likelihood of injury.
 Having the right foot too far back in a potential shooting situation; this error reduces
mobility and does not offer a good target to the pitcher.

Catching the ball.

Catching the ball is the core of the position, as without it there is nothing the catcher can
do, so he must devote enough time to perfecting the technique of receiving the ball.

With good pitch-catching technique, catchers help their pitchers get more strikes called
by the umpire.

All catchers must be able to receive pitches that rise, dig, curve, float, among others.
They will also have to make every pitch that passes near the strike zone look like it is
real so the umpire will call it.

Receiving pitches requires concentration, so the catcher must follow the ball from the
moment it leaves the pitcher's hand until it enters his glove. All pitches, especially
curveballs, should be caught as close to home plate as possible. The catcher must
position himself at such a distance from the batter that, by stretching out his arm with the
glove, he touches the batter's back leg (photo 69). To catch the ball, your arm should
never be stiff, your elbow should be slightly bent, it should be extended towards the
pitcher and your hand and wrist should be completely relaxed to catch the ball in a
smooth manner (photo 70).

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7.4 DISGUISING THE PITCHES

Disguising is the term given to catching a pitch near the strike zone in such a way as to
make it look like a strike. When catching a fly ball, the catcher should catch the ball in
such a way that the fingers of the glove are pointing toward the pitcher to create the
illusion that the pitch is within the strike zone (photos 71 and 72).

Photo 71 Photo 72
To achieve this, it is necessary that when the ball makes contact with the glove, the wrist

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must be flexed slightly downwards.

The catcher must avoid making any movement with his body to any side unless
absolutely necessary to catch the ball.
For pitches inside or outside the corners of the plate, these will be caught in a similar
manner. The inside corner pitch with a right-handed batter is the easiest ball to disguise,
when contact is made with the glove the fingers will be forward and the thumb up,
flexing the wrist into the strike zone (photo 73 and 74.)

Photo 73 Photo 74
The right-handed outside corner pitch is the most difficult pitch to disguise properly, as it
requires catching with the glove turned upside down and the wrist flexed toward the
strike zone, fingers pointing toward the pitcher and the thumb toward the ground (photo
75).

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Likewise, on slightly low pitches, the glove should also be placed with the fingers
pointing toward the pitcher and the palm almost parallel to the ground, since if the glove
is turned over with the fingers pointing toward the ground, it will make it appear that the
pitch is passing further below the strike zone than it really is (photos 76 and 77).

Photo 76 Photo 77

7.5 THROWING TO THE BASES

Often, a good arm is not fully utilized due to poor technique, resulting in taking too long
to release the ball or inaccurate throws. It takes a lot of practice to develop and hone
the technique to throw to the bases consistently, because if a catcher is not able to
throw to the bases well, he simply cannot be a catcher.

In a stolen base attempt, the faster the catcher can get the ball out of his glove, the
more time he will have to put out a runner. With runners on base, the ball should be
caught with the right hand close to the glove, with the purpose of having the ball a
fraction of a second after it is caught (photo 78), immediately removing it from the glove
and bringing it to a position near, above and behind the ear; this movement is completed
by flexing the wrist backwards (photo 79), to immediately make the throw to the
corresponding base (photo 80).

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To execute a good shot it is necessary to hold the ball in the correct way. The grip
should be with the index and middle fingers on the seams, just as it is used by other
players (photos 81, 82 and 83).

Many instructors teach catchers to throw by taking the ball out at ear level (photo 84),
which can result in a throw with less force; on the other hand, if the catcher extends his
arm down and back it will take a long time to make his throw, so instructors must find a
medium according to the characteristics of each catcher to ensure a quick throw with
good speed.

Photo 84

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The glove-side arm action also aids in the execution of the shot. As the pitching arm
begins its forward travel, the other arm is held parallel to the ground and just as the ball
is about to be released, the glove side hand and elbow are pulled down and back to
allow the fingers of the pitching hand to remain on top of the ball and thus accelerate the
arm to impart greater velocity to the ball.

After releasing the ball, the arm should be extended to the target continuing the follow-
through (photo 85); said target will generally be a point at the height of the fielder's
knees just above the base (photo 86).

Photo 85 Photo 86

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METHODS FOR SHOOTING TO THE BASES

There are different methods that the catcher can use depending on the strength of his
arm and the location of the throw.

Three-step method

This method is advisable for novice players or for catchers with a less powerful arm,
since this method allows them to have a little more momentum towards the base they
want to throw to and therefore generates more force.

At the beginning, so that the catcher begins to learn the necessary movements, it is
advisable that his mechanics for throwing to the bases be practiced in four beats.
From the position with runners on base, the first time will be, catching the ball (photo
87).

Photo 87

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The second step will be to take a small step with the right foot, leaving it perpendicular
to the second base (photo 88).

Photo 88

On the third beat, you will direct your left foot to the target in the same way that your left
hip and shoulder turn until pointing at the target and the right arm continues its journey
backwards until it is above and behind the ear (photo 89).

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Photo 89

Time four executes his throw to the base (photo 90).

Photo 90

As the catcher becomes familiar with the movements, they should be reduced to three
beats, combining the first and second beats into one, that is, at the same time he takes
the ball, he will simultaneously place his right foot perpendicular to second base.
Method without giving way
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For catchers with a very powerful arm, it can be recommended that they execute their
throw without taking a step with their right foot and only at the moment of catching the
ball, direct their left foot to second base at the same time that they turn their left hip and
shoulder towards the target to immediately make their throw.

Throws to third base

Throwing to third base requires a different technique than throwing to second base, and
this is most noticeable when a right-handed batter is in the batter's box. If the pitch is on
the outside corner for a right-handed batter, the catcher must begin his movement by
directing his right leg at a 45-degree angle to the right and forward (photo 91), then
move his left leg toward third base (photo 92) and immediately throw to said base in
front of the batter (photo 93 and 94).

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For inside pitches (photo 95), the catcher will always throw to third base behind the
batter and never in front, taking a small step with his right foot behind his left foot (photo
96 and 97) to then direct his left foot toward third base (photo 98) and make his throw
(photo 99 and 100).

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Photo 99 Photo 100

7.6 TWISTS TO THE BASES

A good catcher helps his team get out of a bad inning and boosts his team's morale by
getting a runner off the bases. The average fan usually doesn't appreciate the way a
catcher calls pitches or disguises pitches so the umpire will call them strikes, but they
will cheer when he catches a runner off the base; even though he doesn't get him out,
this will make the runner more cautious in leading off and perhaps cause him to stay a
step closer to the bag when the ball is hit. This may be enough to prevent him from
taking an extra base or being thrown out instead of reaching safely.

A number of aspects must be taken into consideration before the catcher attempts to
throw to the bases; for example, the pitcher's movement when throwing to home plate,
as this will determine the position of the runner at the moment the catcher takes the ball.

The signal to throw to the bases may be initiated by the catcher or by one of the
infielders, and must be answered as long as the play is on. The catcher does not have
to throw to the base if a difficult or unforeseen situation arises.

Whenever there is a runner on third, the catcher must be very cautious when throwing to
the bases since any error will result in a run against his team. When a weak batter is
behind in the count, he should not throw to the bases either.

Throwing to the bases is especially effective in certain situations such as when runners
take an extra step or two, when the batter swings at the pitch or tries to bunt and goes
wide. In these types of situations the catcher can give the signal to the infielder
indicating that he is going to throw to the base, if the batter swings or tries to bunt and
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misses. Throwing to the bases in tag situations can work, even without a signal, since
the infielder moves to cover the base as soon as the batter squares up to tag.

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7.7 CONCLUSIONS

The fundamental aspect of catching is that students have the knowledge and ability to
handle any situation that may arise during the development of the game, which will only
be achieved through repetitions of each of the basic aspects of this position.

7.8 TEACHING SUGGESTIONS

This chapter will be developed in a theoretical and practical way.

 In the theoretical aspect, the teacher must present his/her presentation supported by
slides, videos, etc.
 In practice, it will be shown how to properly disguise pitches.

The coach will line up the catchers facing him, then show them the proper technique for
disguising pitches, up, down, inside, outside the strike zone.

The coach will ensure that the students correctly execute the appropriate technique,
making throws in the area described above.

The materials to be used will be tack, catcher's glove and ball.

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7.9 SELF-EVALUATION

1. What should be taken into account when selecting catcher's equipment? ( )

a) Weight, size and design.
b) Price, color and material.
c) Color, size and material.

2. Why is game tack check important? ( )

a) To win
b) To be more comfortable and safe
c) To avoid injuries

3. How many basic positions are there for catching? ( )

a) Three
b) Four
c) Two

4. Why is it important to disguise pitches? ( )

a) To deceive the batter
b) To fool the umpire
c) So that questionable pitches are called strikes.

5. When the catcher gives the signals asking for the pitches, it is advisable that: ( )
a) The manager sees them to know that he is asking for the right thing.
b) Be fully visible to the pitcher.
c) Be visible to all players in the box.

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SECTION CONTENT

8.1 Introduction

8.2 Execution of a good movement

8.3 The unemployed

8.4 The wind-up

8.5 The leg lift

PITCHING 8.6 The step

TECHNIQUES 8.7 The follow-through

8.8 The most common mistakes

8.9 Conclusions

8.10 Teaching suggestions

8.11 Self-assessment

SICCED Baseball Coach's Handbook

Level 3.
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PITCHING TECHNIQUES

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The wind-up helps the pitcher create a proper rhythm from which most get much of the
power in their delivery. It also helps the pitcher's feet to be correctly placed on the plate
so that he has good support and can propel himself with maximum force and rhythm
towards home plate.

The pitcher begins his wind-up motion with his hands clasped at his waist (photo 103);
as both hands rise, his body weight shifts from his right leg to his left as he takes a small
step back with his left leg and his body appears to move slightly away from the batter.
When his arms are fully extended and his hands clasped above his head, almost all of
his body weight is concentrated on his left leg, while his right leg barely touches the
pitcher's plate. (photo 104 and 105).

Photo 103 Photo 104

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Photo 105

In this position the pitcher slides his right foot off the plate to place it parallel to it and the
toes point toward the third base line. (photo 106).

Photo 106

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Note: Some very good pitchers throw a half Wind-up or a cut Wind-up on their delivery.
They simply place the hand with the ball inside the glove at waist level and shift their
weight from their right leg to their left; slide their pivot foot onto the plate and
immediately proceed to lift their leg (photos 102, 106 and 107).

In his cutaway wind-up delivery, the pitcher starts with his weight on his right leg and his
left leg slightly bent as in a full wind-up delivery (photo 102), immediately stops by
sliding his right foot onto the pitching plate without raising his arms over his head (photo
106), then raises his left leg until his thigh is parallel to the floor or higher (photo 107).

The reason for throwing with a cut-down wind-up is that the less movement that takes
place in the delivery, the easier it will be for you to control your pitches.

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A large number of speed pitchers with control problems have, over the years, come to
use this style which has helped them improve their control at the cost of only slightly
decreasing their velocity. As always, this is not the ideal mechanics for pitching.

The ideal pitching mechanics should begin with a full wind-up in order to create the
necessary rhythm that adds a few miles per hour to your fastball.

The main goal of all pitchers is to get the most out of their arm and then try to control it.
Anything else is an attempt to inhibit a promising talent for quick success, which is often
fleeting.

8.5 THE LEG LIFT

The purpose of lifting the leg is to transfer the weight of the body to the right leg in such
a way that the pitcher maintains his balance, and also obtains the necessary rhythm to
generate a physical explosion towards home plate. When you lift your leg, it is as if you
were compressing a spring to produce a force when you release it.

At the beginning of this movement the weight of the pitcher's body is supported on the
right foot or pivot when the left leg begins to rise (photo 107). The body turns from left to
right toward third base, the left leg continues to rise while the body continues to turn until
it is completely perpendicular to the batter.

At this point the left leg reaches its maximum elevation and the entire weight of the body
is centered on the right leg. If this movement is executed properly, this position can be
maintained indefinitely in a state of perfect balance (photo 108 and 109).

Photo 108 Photo 109

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Your hips should be positioned so that your left profile points toward home plate and is
higher than your right hip, which in turn will point toward second base.

If the pitcher is leaning toward third base at this point, his body weight will not be on the
center of his pivot foot and will result in a pitch that crosses the plate inside and over the
right-handed batter (photo 109). If the pitcher leans toward first base, his throw will be
outside (photo 112).

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8.6 THE STEP

The lowering of the left leg is the beginning of the step. The hand with the ball is
separated from the glove. As the pitcher begins his step toward home, his entire body
weight simultaneously explodes toward the batter (the spring is decompressed).

In this phase, his still raised leg heads to a point midway between home and third, then
turns from right to left (photo 112), and while the left leg pulls the body toward home and
anchors itself to the ground, his right leg planted against the plate moves away from it
toward the plate (photo 115, 116 and 117).

As the left leg is swinging from third toward home, the pitcher's arm simultaneously
begins its downward, backward, and upward motion with the rest of the body (Photos
112, 113, and 114.) As the left leg hits the ground his right arm should be about to pass
over and to the side of his head and all of his weight from the waist up is directed toward
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the batter, his left leg is bent and his foot is firmly planted for balance, literally anchoring
himself to the ground and pulling the pitcher forward. His right leg is stretched back
almost in a straight line with the rest of his body, his right foot remains in contact with the
plate. At this point your legs should be as far apart as comfortably possible and your
right knee very close to the ground but without losing your balance.

Much of the pitcher's power comes from the combination of the left leg moving toward
home plate, as well as the right leg moving in the same direction and rising in a
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semicircle until it lands slightly in front of the left leg. This harmoniously executed force
launches the entire body against the batter and is almost as much responsible for the
speed of his pitch as his arm. This is why leg strength is so important, which is why all
good pitchers work so hard to strengthen their thighs and calves (photos 118 and 119).

As much as any other part of the pitch, the pitcher's stride will determine where the ball
is thrown. The length and position of that step will directly influence the pitcher's control
and is often the first part of the motion that must be altered in order to improve control.

When the pitcher releases the ball about 30 cm. In front of his head, his right foot begins
to lift off the plate to turn and rise almost to waist height before coming down and toward
home plate. Even after he has released the ball, the pitcher's arm continues its flight
toward home along with his right leg. When the right leg is finally down and the foot
touches the ground, it should touch it at a point parallel to or a few centimeters ahead of
the left foot and with the feet separated from each other by 60 to 75 cm. (photos 118,
119 and 120)

8.7 THE FOLLOW-THROUGH

Like the step, the follow-through helps determine the pitcher's control as it is the
conclusion of a harmonious movement; in addition, it is a phase that helps prevent
injuries, as it gradually decelerates the energy generated during the pitching movement,
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decreasing the effort applied to the shoulder and elbow area and if correctly executed
will give a little more speed to your pitch, propelling it towards the batter, as well as the
proper balance necessary to field hits on the mound. (photo 120)

During its execution, the pitcher's arm must continue its journey forward, passing in front
of his chest and downward until it reaches the side of his left leg. At this moment the
pitcher is completely flexed with his weight supported on his left leg. (photo 119).

The right foot barely touches the floor as a balance to avoid losing balance. Counting
from his initial position on the pitching plate, the pitcher's feet should be in the following
position: his left foot should be approximately 1.20 m. in front of the plate (depending on
the length of the step and the length of the legs) and on an imaginary line that runs from
the right heel to the toe of home plate. Your right foot should also be approximately 1.20
m away. and in front of its starting point. In other words, the pitcher's legs will be
further apart than when he started his movement and if the entire sequence is executed
correctly, his speed and control will greatly increase.

Photo 120
8.8 THE MOST COMMON ERRORS

What generally separates great pitchers from good or average ones “is the ability to
analyze and correct their own mistakes either during or immediately after a pitch.” A
good pitcher must be his own best coach and realize immediately after having thrown a
high curveball, for example, what he had done wrong in his movement to make the
curveball stay high and have the physical and mental ability to correct his error in his
next pitch.

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Of course there are many pitchers who may not be as talented, but they should also
have a good coach or pitching coach to help them detect such errors in their execution,
which they often cannot see.

Pitching errors usually occur when their concentration is lost and they forget to execute
part of their movements properly, when they are tired or physically weak, or when their
movements are defective or not sufficiently developed. The best way to avoid these
mistakes is to correct them during practice or warm-up. There is no better exercise to
help a pitcher perfect his movement or get rid of bad habits than the simple act of
pitching.

One of the most common mistakes young pitchers make is rushing. This often occurs
when the pitcher should have his raised leg facing third base and instead has turned his
left leg too far toward the shortstop, causing his pitching arm to be pulled too far toward
first base instead of directly toward second.

At this point the pitcher has almost turned his back on the batter. Luis Tiant, the brilliant
pitcher for the Boston Red Sox, did it, but there has only been one Luis Tiant; there have
probably been other pitchers with the same style, but when a pitcher gets to this
position, two things happen that affect his speed and control: first, his legs and body will
move in front of his arm, and second, his timing will be out of sync.

The weight and inertia of your body will not help you generate speed in your arm,
because your body will be so far ahead of your arm that you will end up just throwing
with your arm without taking advantage of the benefit of the body's movement and
momentum. Typically your left foot will land on the floor before your arm passes to the
side of your head rather than at about the same time. With the altered rhythm, his right
arm will only propel itself forward under its own strength, significantly losing the
momentum generated by his body and therefore speed in his pitching.

Another very common mistake is landing with the left leg closed, that is, the pitcher does
not pull this leg far enough to the left during his step to land on or to the left of the
imaginary line that starts from the heel of the pivot foot towards home plate. This is the
result of weak legs and/or poor execution.

The left foot, as mentioned above, instead of being placed in the same direction as the
right heel, falls to the right of the initial position.

Another mistake rookie pitchers make is taking too short a step. The step should be as
long as comfortably possible, while still allowing good balance. A step that is too short
will cause him to release the ball too soon resulting in very high pitches, a step that is
too long will result in low pitches which will always be better than high ones. A pitcher
only has to adjust his stride slightly after each pitch to raise or lower his pitches.

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8.9 CONCLUSIONS

Pitching is of vital importance in baseball, since this is where all the muscles involved in
the execution are coordinated to obtain a movement that generates the maximum speed
to throw the ball. All pitchers have a great responsibility when they step onto the mound
and must trust in their preparation and their mechanics derived from strong and
continuous training because it is the only way to become a successful pitcher.

8.10 TEACHING SUGGESTIONS

 Present a video in which the different pitching techniques are observed.

 On the playing field the teacher will demonstrate the leg lift.

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 Perform exercises to loosen up the muscles by means of short runs and stretching,
warming up the arms by throwing the baseball in pairs.

 Line up pitchers to demonstrate the correct way to lift their legs to achieve the balance
and poise needed to generate the greatest possible velocity on the pitch toward home
plate.

 Perform repetitions while maintaining proper balance and poise.

 The materials to be used will be a ball and a glove.

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8.11 SELF-EVALUATION

Instructions: Write in the parentheses on the right the letter of the section that
corresponds to the correct answer.

1. State the purpose of standing on the pitching plate. ( )

a) Generate more power in the throw.
b) Provide correct balance and appropriate distribution of body weight.
c) Do not commit balk

2. Mention the importance of lifting the leg during the execution when throwing a ( )
baseball.
a) Get into a good rhythm.
b) Violently rotate the hip.
c) Maintain balance and generate a physical explosion towards home plate.

3. How does Wind-up help the pitcher? ( )

a) Create a proper rhythm and get your maximum strength and rhythm
towards home.
b) b) Improve control.
c) Throw a better curveball.

4. How does follow-through help when pitching? ( )

a) To better field the bunt balls.
b) To avoid arm injuries.
c) Don't lose sight of the catcher's glove.

5. Indicate the position of the throwing arm at the moment the left leg touches ( )
the floor upon completing the step.
a) Up, back and thumb facing the ground.
b) At shoulder height.
c) Front of the face.

6. All players can be taught to pitch if they have: ( )

a) Desire, control and a modest talent.
b) Desire, intelligence and a modest talent.
c) A good arm, strength and a lot of talent.

7. When initiating the wind-up the body weight of a right-handed pitcher changes ( )
from:
a) From his right leg to his left.
b) From his left leg to his right.
c) From back to front.

8. With the pitcher's leg elevated, where should his hips be pointing? ( )
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a) Right to home and left to second.

b) Left to home and right to second.
c) At a point halfway between home and third.

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 CHAPTER 9

SECTION CONTENT

9.1 Introduction

9.2 Tee exercises

9.3 Weight change

9.4 The grip of the bat

9.5 Floating ball exercises

9.6 Hip Rotation Exercises

BATTING 9.7 Drills to get the bat out quickly

9.8 Drills to avoid a long swing

TECHNIQUES
Rotating tire exercises
9.9
Exercises with static tires
9.10
Conclusions
9.11
Teaching suggestions
9.12
Self-assessment
9.13

SICCED Baseball Coach's Handbook

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Level 3.

BATTING TECHNIQUES

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9.2 TEE EXERCISE

One of the best exercises to introduce children to the art of batting, as well as to correct
errors in the technique of older players, is with the tee. Hitting a stationary ball gives
both the player and the coach the opportunity to focus on working on a specific aspect
such as the head, arms, hands, hips, gait, etc. in a much easier way than with the ball in
motion. As a start, this exercise can be performed with the right knee on the floor and
the left leg stretched or semi-flexed or vice versa for a left-handed batter (Photos 122
and 123).

With this drill the batter concentrates solely on He should be reminded to get his bat out quickly.
observing the ball.

This drill allows the batter to focus exclusively on his upper body (head, arms, and
hands) and is an excellent way to teach the batter to make contact with the ball with a
fluid, short, and quick swing as well as not to move his head outside the contact area. At
the same time, it allows him to strengthen his shoulders and arms since, by not having
the momentum that comes from stepping and turning the hips, he is forced to move the
bat exclusively with the strength of his shoulders, arms, and hands.

It is advisable that all children who are beginning to learn to bat be instructed to place
the bat on their shoulder with their hands approximately 30 cm away from their body, as
this will serve as a guide to always place their bat in the same position and will prevent
them from making undesirable or unnecessary movements and will prevent them from
lowering their hands (hitting) before starting their swing, as the starting position of the
swing is always with the hands behind and at the height of the letters on the uniform
(photo 124). You should ensure that the elbow of your rear arm points slightly towards
the ground. Once you have practiced enough to learn how to bring your bat from this
position to the contact area with the ball you can place your bat where you feel most
comfortable.
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Photo 124
9.3 WEIGHT CHANGE

Subsequently, to learn to rotate the hip and shift the body weight from the back leg to
the front leg, this exercise should be performed standing with the feet approximately 80
cm apart and assuming the batter's position (Photo 125). Have the batter rotate his hips
without taking any steps while throwing his arms forward, taking care that when rotating
the hips his front leg remains completely straight and his back leg forms an "L" with the
tip of the foot pointing towards the ground. If the latter does not happen, it is because
there was not a good shift of weight from the rear leg to the front leg (Photo 126)

We want to emphasize the importance of shifting weight from the back leg to the front
leg, since this, along with the strength of the batter and the rotation of the hip, largely
determines the force with which the hit will come out.

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Once the batter becomes familiar with this movement, he should take the bat and
practice in the same way but now hitting the ball off the tee. It is advisable to initially
place the tee in the middle and slightly forward of home plate and tell the batter to try to
hit the ball over second base, since this will teach him from the beginning not to try to
pull all pitches and will create the habit of hitting the ball in the direction the pitch is
coming from, that is, inside to left field, middle to center, and outside to right. (Photos
127 and 128)

Next, you should practice this same exercise with your feet spread out shorter, at
shoulder height, but this time you will take a small step forward so that at the end you
are in the position described above, that is, with your feet approximately 80 cm apart.
one from the other; at the beginning you can practice it without a bat and once you are
familiar with the technique of the exercise you will take the bat and practice it with the
tee in the same way as explained in the previous paragraph, (Photos 129 and 130).

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From the beginning and during the execution of all these exercises you must take
special care that the batter does not move his head under any circumstances, since to
hit you need to see the ball and this can only be achieved if you do not move your head
at any time. Another aspect that you should take care of is that when taking a step
forward the tip of the front foot does not open too much, that is, that it does not point
towards the pitcher (Photo 131) because if this happens, your hips will automatically
open prematurely and your hands will not be able to stay back (in the starting position of
the swing) which will cause an imbalance in the body with the consequent loss of
strength and power in the swing. The step should always be taken with the front foot
closed. (Photo 132)

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9.4 THE BAT GRIP

The bat should be gripped naturally as if you were holding a hammer, taking care that
the bat does not rest on the back of the palm of your hands, but rather that the grip is
more with the fingers than with the palm. A good place to start is to place it where the
fingers join the palm of the hand, (Photo 133). Avoid squeezing the bat too tightly before
starting a swing as this will create some tension in your arms, transmitting it to the rest
of your body, which is totally undesirable (Photo 134) since, to react quickly and
appropriately to the throw you must be totally relaxed.

There has been much talk about aligning the middle knuckles of the left hand with those
of the right hand to provide greater hand flexibility and better bat handling. If the batter is
comfortable with this grip it is fine, if not he can adopt a medium grip where the knuckles
of his top hands are aligned halfway between the middle knuckles and the knuckles
where the fingers join the hand. (Photo 135). The important thing here as we said before
is to not allow the bat to rest on the back of the palm of your hands as this will block the
flexibility of your wrists, which will make your swing less fluid and fast.

Photo 135
One more aspect that you should watch out for in the batter is that he does not turn or
pivot on the toes of his back foot, since if this happens it will cause the same thing as
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opening the toe of the front foot when taking the step, that is, he will open his hips
prematurely and his arms will move forward, which will translate into a loss of strength.
Additionally, this will prevent a good transfer of body weight from the back leg to the
front leg. (Photo 136).

Photo 136

When connecting with the ball, it is suggested that the batter drag his back foot just as
he does when pitching a ball: Not turning his back foot but dragging it with the toes of his
foot pointing toward the ground. (Photo 137 and 138). This allows for great fluidity and
strength due to the shift of weight from the back leg to the front leg, since if the back foot
were to turn on the toes it would become stuck with the consequent imbalance and loss
of strength.

Photo 137 Photo 138

Once the batter begins to master the technique and automate his movements, you
should teach him to hit different pitches by placing the tee inside, in the middle and
outside the corner of the plate, so that he learns where he should make contact with this
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type of pitches; also, you should adjust the height of the tee so that he can hit pitches
above, in the middle and below his strike zone.

9.5 EXERCISE FLOATING THE BALL

In order for the batter to learn to adjust his swing with the ball in motion, place him at
home in a position such that he can hit any pitch that is thrown in his strike zone and you
kneel 2 to 3 meters outside the batter's front knee and place a net or mesh in front of
him, (Photo 139). It is important, in this exercise as in the previous ones with the tee, to
ensure that all the fundamentals of batting are carried out, as well as ensuring that the
player has a good rhythm and absolute control of his body.

Photo 139

To practice this drill you will need to take the ball and get the batter ready by lowering
the hand holding the ball just before throwing it. This is a trick that helps the batter take
his time and prepare before starting his swing. It is essential that the pitcher float the ball
and not pitch it from the line to the batter and make the observation that he must
connect with it the instant it passes through the strike zone, for which he must quickly
take out his bat (Photo 140). Again, it is important to note that the batter should be
reminded not to move his head when executing his swing and this can be achieved by
placing a ball on the ground exactly where the batter's gaze should be when making
contact and telling the batter that once he hits the ball his gaze should be looking at the
ball on the ground (Photo 141).

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Photo 140 Photo 141

Once the player becomes familiar with this drill and begins to make good contact, the
ball should be thrown to the inside corner of home plate, which should be hit towards the
left side of the net or mesh, which will simulate a hit to left field; then to the center, which
should be hit to the center of the net, which will simulate a hit over the pitcher or to
center field; and finally to the outside corner of home plate so that the player can hit it
towards the right side of the net, that is, towards right field. This last pitch is ideal for
teaching hitters how to properly execute the “hit and run.” At first, throw the ball to one
spot, such as the inside corner, then the middle, then the outside, then throw it to any
point and height within the strike zone.

9.6 EXERCISE TO TURN THE HIP

This drill is very useful for teaching players to rotate their hips and stay balanced at the
moment of contact with the ball. It will also help hitters who have trouble hitting pitches
on the inside corner or if their hip turn is too slow and lacks strength.

Place the batter in his normal position in relation to home plate and the pitcher kneeling
1.5 m away. in front of him, slightly outside his front hip, and place the net or mesh to
the left of the batter, (Photo 142).

Next, have the pitcher float the ball directly towards the batter's front hip so that the
batter quickly turns his hip and hits the ball towards the net, before it hits him and very
importantly, tell the batter that he should never direct the ball towards the pitcher, who,
as a precaution, can also be protected with a net (Photo 143).

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Photo 142 Photo 143

It is worth mentioning that the batter must concentrate on connecting with the ball with a
quick and short swing while violently rotating his hips. Once the player begins to perform
this drill acceptably, vary the height of the pitches up, in the middle, and down within the
confines of his strike zone. The latter will help you learn to adjust your hands and body
for pitches at different heights.

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9.7 EXERCISES TO GET THE BAT OUT FAST

Another drill that can greatly help you develop a short, quick swing and good footwork is
the one described below, called “quick hands.”

Place the batter in his normal position about 3 meters away. in front of a net, but instead
of taking the bat, place a ball in each hand. The position of your hands should be exactly
the same as if you were holding the bat (Photo 144). Next, instruct him to swing the ball
in the same manner as if he had a bat and was going to hit a pitch. That is to say, he
must start by taking a step with his front leg towards an imaginary pitcher, taking care
again not to open the tip of his foot, and place his hands behind him and at the height of
the letters on his uniform, to then move his arms forward with a short and quick
movement throwing the balls towards the net, (Photos 145 and 146). As the player
becomes familiar with and correctly executes the exercise, the balls will come out with
more speed and both will hit the net at almost the same point. As in all exercises, you
must ensure that you apply all the fundamentals of a good swing and, above all, make
sure that you do not move your head.

9.8 EXERCISE TO AVOID A LONG SWING

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Both the previous drill and the one we will describe below, called the wall drill, will help
you prevent the batter from making a long, slow swing. Place the player facing a net or
mesh at a distance such that he places the handle of his bat on his stomach and the tip
lightly touches the net, (Photo 147). Next, without moving away from the net, have the
batter stand in his normal batting stance and swing from the inside out without letting the
bat touch the net when doing so (Photo 148), since if he extends his arms "too early" the
bat will hit the net and he will not be able to finish his swing.

Photo 147 Photo 148

It is worth noting that the advantage of developing a short, quick inside-out swing will
help the batter get his bat to the contact zone in a shorter time, thus giving him more
time to see the pitch, making it more difficult for him to be fooled by the pitch.

Regardless of the fact that by practicing all the exercises described above you are
acquiring and automating the movement of a good swing, it is undeniable that if you add
the above to the strength of your body you will obtain better results. To strengthen your
body, you should use the following exercises.

9.9 EXERCISE WITH ROTATING WHEEL

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This exercise is intended to strengthen mainly the forearms, hands and wrists. To do
this, drill a hole in the bottom and top of a tire and place it on a steel tube, holding it in
place with a pin. This steel tube must be firmly anchored to the floor and have holes at
different heights to adjust the height of the tire. Then place the batter close to the rim at
a distance such that he can hit the rim at one end.

The batter must swing in such a way as to force the rim to spin. During the execution of
this exercise you must observe that the batter does not alter his mechanics in his
eagerness to make the tire spin faster.

Develop this exercise by adjusting the height of the rim to simulate different types of
pitches at different heights, and also move the batter closer to or further away from the
rim to hit pitches inside, in the middle, and outside the strike zone.

9.10 EXERCISE WITH STATIC WHEELS

The purpose of this drill is to help the batter improve his hand-eye coordination and
teach him to adjust his movements to hit pitches above, in the middle and below the
strike zone, as well as to strengthen his shoulders, arms and hands.

The equipment you need for this exercise is a thick pole or two tubes separated
according to the diameter of the tires. Post or pipes must be firmly anchored to the
ground.

Five tires are placed inside the pole or tube and numbered. The numbering must be
such that tire number one will be the third tire counting from bottom to top, number two
the fourth, and number three the fifth.

To do this drill, place the batter in his normal position at a distance so that he can hit the
rims in the center. Next have a partner shout out a number from one to three for the
player to hit the corresponding tire.

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9.11 CONCLUSIONS

To have an educated swing, proper technique is necessary, which is only achieved

through the application of the fundamentals and correctly performed repetitions, since
you can practice it all your life, but if you do not do it according to the basic
fundamentals, with each swing you make you will be automating your bad habits.

9.12 TEACHING SUGGESTIONS

 On the playing field, the teacher will demonstrate the bat grip position.

 First, the bat will be selected, which will show the types and characteristics of the
bat that exist, and which one is most suitable.

 The teacher will show the student the correct position to hold the bat, then form
rows of five students in front of him and each student will hold the bat in the same way
as the teacher does.

 Batting coordination exercises will be carried out and the coach will ensure that
they are done correctly.

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9.13 SELF-EVALUATION
Instructions: Write in the parentheses on the right the letter of the section that
corresponds to the correct answer.

1. What is the purpose of performing the exercise with the indicated tee? ( )
a) Strengthen your legs.
b) Teach the batter to make contact with the ball with a short, quick swing.
c) Coordinate the hip rotation.

2. What drill would you use to get a short, fast swing? ( )

a) Fast hands.
b) Floating ball exercise.
c) Exercise with feet apart.

3. Why is it important to correctly shift weight from the back leg to the front leg? ( )
a) To have greater speed and strength in the bat.
b) In order not to move your head.
c) To break wrists.

4. The correct way to hold the bat is: ( )

a) On the back of the palm of the hand.
b) With both hands.
c) Between the fingers and at the beginning of the palm of the hand.

5. Indicate the position of the bat at the start of the swing ( )

a) With the bat at eye level.
b) With your hands behind your back and at the height of the letters on your
uniform.
c) On the shoulders.

6. Mention the benefits of practicing exercise with static tires ( )

a) Improve hand-eye coordination
b) Improve body balance position
c) Learning to hit low pitches.

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 Answer sheet

Literature

ANNEXES

Sports Appeal and

Arbitration
Commission
(CAAD)
 TRAINER'S MANUAL

ANSWER SHEET

CHAPTER 1
1. C
2. C CHAPTER 4
3. B 1. C
4. C 2. TO
5. TO 3. TO
6. TO 4. B
7. C 5. C
8. B 6. C
9. C 7. B
10. C 8. TO
11. B 9. B
12. C
13. C CHAPTER 5
14. TO 1. B
15. TO 2. C
3. TO
CHAPTER 2 4. B
1. C 5. B
2. B 6. C
3. B 7. TO
4. C 8. C
5. TO 9. TO
10. C
CHAPTER 3
1. B
2. TO
3. C
4. B
5. TO
6. C

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CHAPTER 6 SESSION 3
17. TO
18. B
CHAPTER 6 SESSION 1 19. B
1. Left fielder; good speed, skilled at 20. B
fielding ground balls, regular arm. 21. C
 Center fielder; excellent speed,
skilled at fielding ground balls, good
arm. CHAPTER 7
 Right fielder; good speed, skilled at 1. TO
fielding ground balls, excellent arm. 2. C
2. To the cutter 3. B
3. a) To the cutter 4. C
 b) To the cutter 5. B
 c) To the cutter
4. The center fielder CHAPTER 8
5. Placing one knee on the floor 1. B
6. No runners on base 2. C
7. Rest position, ready position and 3. TO
start position 4. B
8. Because the hit can go to your 5. TO
position 6. B
7. TO
CHAPTER 6 SESSION 2 8. B
9. F 9. C
10. V 10. TO
11. F
12. F CHAPTER 9
13. F 1. B
14. F 2. TO
15. F 3. TO
16. F 4. C
5. B
6. TO

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LITERATURE

HAY, James G. The biomechanics of sports techniques, 3rd Edition, United States of
America, Prentice Hall, 1973, pp 539.

Athletic Institute Publication .Youth League Baseball, Master Press NTC/Contemporary

Publishing group, United States of America, 1989, pp 184.

BAKER, Dusty. MERCER, Jeff. BITTINGER, Marv. You can teach hitting. Master Press
Bittinger Books, United States of America, 1993, pp. 235.

FERRIOLI, Steve. Hit your potential, 1998, pp 169

DELMONICO, Rod. Hit and run baseball, Leisure press Camping Illinois, United States
of America, 1997, pp 168.

LAU, Charley. GLOSSBRENNER, Alfred. The art of hitting.300, Penguin books, United
States of America, 1991, pp 207.

RYAN, Nolan. HOUSE, Tom. Nolan Ryans Pitchers Bible, Simon aand Schuster/
Fireside, United States of America, 1991, pp 175.

SERVER, Tom. LOWENFISH, Lee. The art of pitching, hearts books, United States of
America, 1984, pp 223.

ALLEN, Ethan, Baseball play and strategy The Ronal Press Company, 2nd Edition,
United States of America, 1969, pp 445.

WILLIAMS, Ted. UNDERSWOOD, John. The Science of hitting, Preside Book Simon
and Shuster, 1986, pp 97.

JORDAN, Pat. Pitching, Sports Illustrated, United States of America, 1993, pp. 139.

HUGHES, Dean. HUGHES, Tom. Baseball tips, Random House New York, United
States of America, 1993, pp 95.

LITWHILER, Danny. Treasury of Baseball Drills, Reward Books, United States of

America, 1979, pp. 288.

KINDALL, Jerry. Baseball play the winning way, Winners Circle Books. United States of
America, 1988, pp. 256.

DELMONICO, Rod. Offensive Besaball Drills, Human Kinetics, United States of

America, 1996, pp 167.

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Coaching Manual, Baseball Canada.

ATHLETIC INSTITUTE Youth League Baseball, United States of America, 1976, pp

133.

CLUCK, Bob. Play better Baseball, Contemporary Books, 1993, pp. 248.

WARD, Geofrey C. BURNS, Ken. Baseball and illustrated history, Knoff, United States
of America, 1994, pp 18.

BETHEL, Dell. Inside Besaball, Contemporary, United States of America, 1980, pp 139.

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