A baseball clinic for high school coaches

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A BASEBALL CLINIC FOR HIGH SCHOOL COACHES

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science In Education

by Norman Schachter June 1950

UMI Number: EP46046

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ei'so

s m

T h is project report, w ritte n under the direction of the candidate’s adviser an d ap p ro ved by him , has been presented to and accepted by the F a c u lty of the School of E d u catio n in p a r t ia l f u lf illm e n t of the requirements f o r the degree

of M a s t e r of

Science in E ducation.

Date.

A d v is e r

Dean

ii INTRODUCTION In recent years the availability of capable baseball coaches in the secondary schools seems to have been at a low ebb.

As a result, baseball, as a game, has gradually been

deemphasized and is in imminent danger of being relegated to the proverbial ash can.

Not only are administrators losing

sight of our national pastime as a disciplinary factor in building interests through a worthwile activity, but are also leaving themselves void of a tremendous spectator sport for the students by shifting baseball to a minor position. A sound, well-rounded, and informative program of baseball as an interscholastic and intramural sport can do as much for the school spirit as do football and basketball. Baseball builds self-reliance, confidence, fair play, and courage.

It helps you become a better man physically,

morally, and mentally. be developed.

Of course, a selling program has to

Probably the outstanding sales factor Is an

•understanding and an appreciation of baseball by the students through competent coaches. Any young boy who shows promise in other sports can become a better baseball player if he practices.

Physical

ability and good teaching are necessary essentials to good performance In baseball but practice is over 90 per cent of baseball proficiency. helps fill that need.

The sound program with good instruction

iii The purpose of this project is not to teach baseball to high school coaches, but to convince the beginning coach through a baseball clinic by suggestions, questions, and activities that he can teach baseball if he will study. Dozens of first class and top-rate baseball books have been written explaining the '’play'1 factor but the purpose of the clinic is to suggest additional specialized techniques for the coaches’ consideration. However, the lack of material, and the dearth of available and ready information on the over-all picture of a baseball clinic is appalling.

Beginning coaches are at a

loss where to begin and when to call a halt in the set-up of the baseball program.

Unless a person is informed in the

different phases of baseball, he will have a difficult time holding his players together.

Youngsters who have a desire

to participate in the sport usually have some background and most of them have an avid interest.

Baseball is unlike most

sports for once it kindles a spark of interest, the desire toward more participation is flamed to great heights by active participation. A survey was made of the coaches in the Los Angeles area by the coaching staff of Washington High School.

The

survey was designed to find out what questions interested experienced coaches and beginning coaches.

The survey also

contacted coaches of other sports as these men might someday

iv be called upon to handle the baseball job.

Prom the coaches’

replies a course was inaugurated and constructed.

The

foundation was set with the problems of the coach in mind. The clinic has been held the past three seasons and the "kinks” have been gradually removed.

With the continual

influx of new coaches additional problems have been incor­ porated until the need for a well-rounded clinic is in order. It has been found that notices in the daily papers of the clinic as to place and time do not insure a good atten­ dance.

Phone calls to the schools received a good reply but

little attendance.

The best results have been obtained by

direct contact with return postal cards attached, phone calls, and continual follow-ups with notices from the clinical staff and the main office.

Perhaps the attendance

at the Washington Clinic has been helped through in-service credit.

Regardless of the reasons for attending, the clinic

has been most helpful to the coaches. In conducting the clinic it has been found that audience response and enthusiasm is often determined through the instructional staff.

Once again, a clinic in a large

city is fortunate especially the schools in Los Angeles City and County.

This area has been noted for its unusually large

number of big league ball players.

Major league performers

often make their permanent home in this area.

The big league

clubs and the better minor league teams conduct their spring

training in this area.

The clinic is set up at a time before

the baseball season is to begin but close enough to the start of the season.

This assures the use of the excellent big

name baseball players as instructors.

Few, if any, ever

decline an invitation to act as an instructor.

It is good

public relations and the owners of the teams encourage their players ’ participation in baseball clinics for it stimulates interest in the game. Every phase of the topics covered is handled by these experts.

Their views are accepted by the coaches.

The

topics to be covered by the instructors are given to them by the staff running the clinic.

At the conclusion of the

clinic an open meeting is held whereby all the experts are together and the audience asks them any questions which might have been overlooked. As the clinie progresses, sporting goods companies, always eager to present new items for the coaches to view, are invited to demonstrate the newest equipment.

Men from

these companies often have additional information which they have picked up in their visits to schools in other parts of the state.

The coaches have shown tremendous interest in

several of the demonstrations as the equipment is set up beforehand and time is alioted for this purpose.

Quite often

it is inadvisable for a young coach to take time from his school day to see the new instructional material.

vi The discussion which follows is in the form of a baseball clinic and the propositions are clinical in nature* It is assumed that the coaches will have the basic knowledge to convey to their players the mechanical or scientific part which is the "how to" phase of the paper.

Additional

techniques are presented through the "how to" procedure and these points are covered during the clinic by specialists who act as instructors. Every possible question dealing with the essential tactics of defensive and offensive baseball Is set forth to enable the high school coach to execute or Interpret the mechanical principles, which Is the art of doing it.

This

art is not the plan of this paper as it is the intention merely to present all features of each position for the coaches to demonstrate. An additional purpose is to help beginning coaches sell the baseball program.

It should be kept in mind that

the intention is also to help develop a deeper understanding of the finer points.

It is designed to supplement the

material available to coaches, and to aid the student in perfecting the techniques of the game.

The coach can also

acquaint the students with defensive techniques and strategy so that they increase their enjoyment in watching this sport. Baseball has grown with the years on a national scale until it is recognized as the national pastime.

The value of

vii the game lies not in the direct participation as a player but in the indirect participation as a spectator.

It fosters

social behavior in groups, insures additional time outdoors, and helps prevent aimless wandering by supplying a place to sit, an activity to watch, and a team to cheer on to victory. PLAY BALL

Norman Sehaehter

viii PREFACE TO ADMINISTRATORS Play it safe!

Why not, as administrators, be guided

by the basic rule of baseball.

As leaders in the field of

education it is a responsibility to build future citizens for a better way of life.

Baseball is a cheap price to pay

for a worthwhile living experience.

The cost is negligible

for the value received. The grand feeling of comradeship, the working together of students, the utmost cooperation for team play are some of the ingredients of a successful baseball program.

Through

the baseball clinic administrators are able to obtain competent instruction for their own staff.

From this in­

struction their coaches can make fans of the entire student body.

Interpretations, techniques, and strategy are passed

along to the students.

These students may, and quite often

do, pass along their enthusiasm and appreciation to members of the family and community.

A common objective is set up

and everyone pulls together toward that goal.

Baseball is a

game for entertainment both to the participants and spectators. Through a worthwhile baseball program the adminis­ tration is able to develop and foster school spirit to a degree often not obtainable in the spring semester.

The

school spirit derived from baseball creeps into other phases of the school curriculum and a much healthier atmosphere is created.

Make a hit with your students by insuring the best instruction by helping your coaches attend these clinics.

X PREFACE TO COACHES D o n ’t let students say you d o n ’t know what the score Is.

Attend a baseball clinic.

The purpose of the baseball

clinic is primarily to help young eoaches who desire to or have to become a baseball coach.

Unfortunately, many young

instructors have not had the opportunity to learn baseball under competent eoaches and as a result do not know the finer points of our grand game. The clinic is not operated on a superficial basis but rather on a thorough, clear, and exhaustive treatment on all vital features of the game.

It is designed also to meet

further need of the experienced coach for the value of the sessions is not limited only in its usefulness for the beginning coach. Coaches should not operate on the theory that ’’players are born and not made.’’

It does not have to come naturally.

You can teach the game and help Improve any boy materially by capable and interested instruction.

Any youngster of

high school age who is helped with his fundamentals will notice a distinct improvement in his playing.

Along with

his improvement will come a fuller feeling of confidence which is automatically transferred to the other members of the squad. The clinic is not only designed to meet every con­ ceivable situation in defensive play but also to give definite

xi instruction to the coaches who work with the individual players in offensive tactics.

The instructors of the clinic,

experts in baseball, lay down sound playing principles and demonstrate the use of these principles in ’’live” activities. The clinic is used to "spotlight” all possible problems for the beginning coach.

Common mistakes of coaching are

analyzed and the methods by which it may be corrected explained in a simplified manner. Although the information is limited in scope, help may be had from Robert E. White, Washington High School, Los Angeles 44; Mr. William Lopez, City Schools, Los Angeles; Mr. Bert Dunne, Denver; Salt Lake City Baseball Club; Tufts University, Boston, Massachusetts; and Director, California Polytechnic Institute, San Luis Gbispo, California. art is furnished by Bert Dunne.

Visual

They can be had very easily.

The films are "Gymnasium Baseball,” "Play Ball, Son," and "Swing King." Learn what the score isi

xii TABLE OF CONTENTS CHAPTER

PAGE PART I. ADMINISTRATION HOW TO SET UP A BASEBALL CLINIC

1. 2. 3. 4.

FACILITIES FOR CLINIC: How to set up the .................................. physical phase

2

INSTRUCTIONAL "TIPS": How to utilize practical instruction ......................................

7

GETTING THE BALL ROLLING: How to judge equipment and organize the s t a f f .........................

14

FIRST ‘AID, TRAINING, AND CONDITIONING: prevent, treat, and care for Injuries

20

How to ........

PART II. POSITIONS HOW TO PLAY THE NINE SPOTS 5.

THE MAN ON THE MOUND:

How to p i t c h .............

27

6.

THE DIRECTOR OF PLAYS: How to catch behind the p l a t e .............................................

35

7.

THE INITIAL SACK:

How to play first base . . . .

41

8.

THE KEYSTONE SACK:

How to play second base . . .

49

9.

THE HOT CORNER:

How to cover third base

10.

THE DEFENSIVE WHEELHORSE:

11.

THE OUTER PASTURES:

12.

SLIDE, KELLY, SLIDE:

13.

THE MAN WITH THE STICK:

. . . .

57

How to play shortstop

65

How to play the outfield . .

71

How to run b a s e s ........

78

How to bat

...........

85

PART III. RAPPORT HOW TO ESTABLISH CONFIDENCE 14.

MORALE AND DISCIPLINE: How to build and hold a winning t e a m ....................................

92

xiii CHAPTER 15. 16.

PAGE

RELATIONSHIP OF "PRO” BALL TO HIGH SCHOOL: How to make a living from b a s e b a l l ................. SIGNS AND SIGNALS:

How to gain an advantage-

. .

98 103

PART IV. SIDE LIGHTS HOW TO ENJOY THE GAME 17.

INTERPRETATION OF RULES: How to understand the r u l e s .............................................

109

18.

STATISTICS:

118

19.

AUDIENCE PARTICIPATION: asked and answered

How to keep s c o r e .................

BIBLIOGRAPHY . . . . . .

How to get questions .......................

................................

123 127

PART I. ADMINISTRATION, HOW TO SET UP A BASEBALL CLINIC A good start is the key to success. That is especially true of the baseball clinic. Every phase of the program is dependent upon a well-rounded and carefully planned clinical set-up. It is for this reason that ample time should be spent in planning and arranging the baseball clinic. Along with the arrangements for the physical phase of the program it is wise to introduce the features which will help the teaching of the various positions of the game. The rewards of proper administrative detail are justified for it fosters the willingness to continue not only in attendance but also in further study.

2 CHAPTER 1. FACILITIES FOR CLINIC HOW TO SET UP THE PHYSICAL PHASE A.

MOTIVATION;

Rewards to be gained by properly setting up

of baseball clinic. 1. GREATER INTEREST:

Proper clinical set-up insures a

feeling of attention from the coaches. 2.

BETTER UNDERSTANDING:

A sound program develops

easier comprehension in the art of coaching. S.

IMPROVED TECHNIQUES:

A planned program will cover

many problems for the beginning coach. 4.

FIRMER FEELING OF CONFIDENCE:

A diversified baseball

clinic will give new coaches more answers and techniques for teaching. B.

PRESENTATION: 1.

Some techniques in arranging a clinic.

PLANT SET-UP:

How to obtain maximum attention.

a.

Have a convenient meeting place.

b.

Be sure of a comfortable seating arrangement. (1) Arrange chairs in semi-circle for audience. (2) Place tables in front of instructors.

c.

Make sure your instructors are available for the start of the clinic. (1) Introduce the instructors. (2) Allow for an informal "get-together.”

2.

MATERIAL NECESSARY: in clinic.

How to arrange for the material

Utilize surplus canvas for a pitching background. (1) Create a strike area on the canvas. (2) Hang the canvas on a wall facing the audience about fifteen feet from first row. (3) Cut out holes in canvas for throwing accuracy. (4) Step off the regulation pitching distance from the canvas. Arrange for a "batting" tee to illustrate hitting. (1) Have the tee set-up for physical and visual aid. (2) Place a home plate on the floor by the tee. (a) Use adhesive tape with plate dimensions for indoor area. (b) Stretch string out on lines for foul lines. (3) Pace the canvas with the tee directly in front of the wall. (4) Place three circles for:

Left Field, Center

Field, and Right Field. Use a large mirror for studying form and per­ formance. Equip the area with playing devices. (1) Supply the necessary bats. (2) Have plenty of balls available. (3) Make sure gloves are handy. (4) Place base bags in regular places.

e.

Construct playing areas. (1) Make use of adhesive tape strips to set off a ’’mock” field with different situations. (a) Set up a batter's box. (b) Outline a catcher's box. (e) Build— Pitcher's mound. (d) Line the coaching boxes.

3.

INSTRUCTIONAL AIDS:

How to utilize available

material (visual aids). a.

Show main aids used for a baseball clinic. (1) "Gymnasium Baseball." (2) "Play Ball, Son." (3) "Swing King."

b.

Set up a sliding pit. (1)

The track broadjump pit can be used.

(2)

Any sandy area (15' X 15') or sawdust

area

Is usable. C.

PERFORMANCE: 1.

Suggested activities.

Construct the various devices necessary for setting up the clinic.

2.

a.

Build a batting cage.

b.

Lay

c.

Mark off the pitching area.

out the strings in the right dimensions.

Practice with the hitting tee to develop form.

a.

Plate coverage.

b.

Stance•

c.

Striding.

d.

Hip action.

. f.

Pivoting. Leg-stretching.

S*

Hand hitching.

h.

Shoulder hitching

e

3.

Build a hitting tee from the base and rod of bird cage, plus

an old

a tip of garden hose.

4.

Use the tee to hit low ball and high ball pitching.

5.

Practice on the various stances with the use of the tee.

6. Practice constructing the various instructional aids. 7.

Establish a

f,mockH baseball clinic dealing with the

physical phase. D.

EVALUATION;

Some questions to ask to discover the value

of your clinical set-up. 1.

TRUE-FALSEt

Place an X in the correct space for

true or false. T a.

F

( ) ( ) The seating arrangement should not be planned before the audience arrives.

b.

( ) ( ) Organization plays an important part in the success of a baseball clinic.

c,

(

)(

)An indoor clinic seems to work better than an outdoor clinic,

d,

(

)(

)It is advisable, whenever possible, to conduct the clinic in your basketball gymnasium.

e,

(

)(

)The director of the clinic should be in charge of all introductions.

BEST ANSWER:

Place the number of the best answer in

the parenthesis. a.

( ) Surplus canvas is used for the instructions on (1) Pitching,

(2) Batting.

(5) Catching.

(4) Throwing. b.

(

) The most important elements in the success of a clinic are (1) Good instructors. while visual aids. place.

c.

(2) Worth­

(3) Convenient meeting

(4) Handy instructional materials.

( ) The gadget which has proved to be of most interest to coaches at clinics is (1) Pitching machine.

(2) Hitting tee,

(4) The baseball films.

(3) Batting cage.

7 CHAPTER-2. INSTRUCTIONAL "TIPS” HOW TO UTILIZE PRACTICAL INSTRUCTION A.

MOTIVATION:

Rewards to be gained from organized work-

outs. 1.

REGULARITY OP WORK:

Consistent practice sessions

insure more value of the desired work-outs. 2.

HEALTHFUL LIVING:

Careful planning makes for less

injuries and sounder physical condition. 3.

A SUCCESSFUL SEASON:

A well worked out program of

practice develops a winning spirit and team* B.

PRESENTATION: 1.

Some techniques in holding practice.

PRE-SEASON SPRING TRAINING:

How to initiate a careful

plan. a.

Post notices on bulletin boards and school paper. (1) Should all students hear of the try-out? (2) When is it best to start the work-out?

b.

Work-out in gymnasium. (1) Should running be of the utmost importance? (2) When are balls used?

e.

Shower as soon as work-out is completed. (1) Should boys stand around after drills for group discussion? (2) Are long intervals desired after exercises?

2.

SPRING TRAINING:

How to start "the ball rolling."

Plan the practice sessions. (1) Should the group be divided? (2) Do all members work the same? Limit the time for throwing. (1) Why not throw hard the first day? (2) Should throws be short and easy? Divide squad into comparable groups. (1) Should any squad have all good players? (2) Why not discourage the inexperienced boy immediately? Run all the players immediately upon start of drills. (1) Should the legs be loosened first? (2) Why aren’t players encouraged to sit around? Get "pepper games" started, (1) Does one man handle the bat all the time? (2) Should pitchers play "pepper?" Start batting practice for infield. (1) Should more than three men wait at the plate (2) Does one pitcher throw all the time? Change pitchers often. (1) Why worry about "arm trouble?" (2) What does pitcher do after throwing in batting practice? Keep fielders working steadily.

i*

Conduct infield practice. * (1) Should the players keep up a steady chatter? (2) What are some of the infield expressions? (3) Where do your infielders play? (4) What catcher works the infield?

j.

Hold outfield practice. (1) Should all "fungoes" be hit high? (2) Why relay all throws early in season?

REGULAR SEASON WORK-OUTS FOR PITCHERS:

How to con­

duct daily practice for hurlers. a.

Loosen up by playing catch for ten or fifteen minutes, or playing pepper. (1) Should the first batting pitcher work differently? (2) Who decides when to start pitching in practic

b.

Work out a schedule for batting practice pitchers (1) Should all pitchers exercise the same? (2) Is more than one day of rest necessary?

c.

Have pitchers work game conditions. (1) Should control be of paramount importance? (2) Does the batter benefit from the pitcher's control?

d.

Alternate pitching stance on rubber. (1) Should you always wind up in batting drills? (2) Why learn a break toward first on ball hit to the left?

(3) Should you practice as if a man were on first base? e.

Work out carefully the day before a game. (1) Should the time limit be the same for all •’chuckers?" (2) Is it advisable to pitch batting practice?

f.

Do lots of running. (1) What are short sprints? (2) Should a pitcher stay around the playing field after his stint on the rubber?

REGULAR SEASON WORK-OUTS FOR INFIELDERS AND OUT­ FIELDERS i

How to arrange sensible exercises for the

players• a.

Stand in respective positions. (1) Should all balls be played as if in a game? (2) Why not change positions?

b.

Have outfielders shag flies while batting practice is being held,

c.

Use a player to hit grounders to infielders while batting is being conducted. (1) Should infielders play the batter? (2) When is it an infielder's turn at bat?

d.

Devote time to infield and outfield practice. (1) Should fifteen minutes be enough? (2) Which is of more importance?

11 e.

Discuss errors on the spot. (1) Should public criticism be made? (2) When Is it best to offer suggestions?

C.

PERFORMANCE;

Suggested methods to help in preparing a

worthwhile practice. 1.

TEACHING::

Direct a ’’simulated" practice period for

regular work-outs.

Practice on your gym class If

necessary. 2.

PROGRAMING:

Arrange and draw up a tentative schedule

for conditioning pitchers. 3.

INTRA-SQUAD GAMES:

Hold a regular ball game between

the first and second teams.

As coach of both teams,

offer criticisms for both the defensive and offensive play. 4.

Give full explanations for errors.

ROAD WORK:

Perfect the players’ condition by working

them hard through "pepper" games, shagging flies, calisthenics, wind sprints, foot races, and circling the bases. D.

EVALUATION:

Some techniques in discovering the value of

your program. 1.

BEST ANSWER:

Place the number of the best answer In

the parentheses. a.

( ) If you are a pitcher, the best amount of time for a warm-up before pitching is (1) Five

minutes.

(2) Ten or fifteen minutes.

(3) Twenty-five minutes*

(4) Thirty to forty

minutes. b.

( )Before practice begins, the body should be (1) Thoroughly warmed. (3) Completely fresh.

(2) Lightly warmed up. (4) Overworked but

ready for more work. e.

( )In practice players should (1) Walk to their positions.

(2) At least jog to their places.

(3) Run hard at all times.

(4) Be indifferent

unless the ball is hit to them. d.

( ) The maximum time for a

work-out to be most

beneficial is (1) One hour. half to two hours.

(2) One and a

(3) Three hours.

(4) Until

the players get ready to stop. TRBE-PALSEs

Place an X in the correct space for true

or false. T a.

P

( ) ( ) Each man should go

through his practice

period without any idle moments and then go to the showers. b.

( ) ( ) It is best to have

a definite time to

report for practice. c.

( ) ( ) Practice sessions need not be conducted in an orderly manner.

13 d.

( ) ( ) It is not really the coach's job to organize and plan the practice sessions.

e.

( ) ( )Batting practice should be going all through the practice time.

f.

( ) ( )It is best to leave the playing field tired for that shows a good work-out was held.

g.

( ) ( )Hustle should be the key word in dull periods.

h.

( ) ( )It pays to have nine men waiting their turns at the batting cage.

i.

( ) ( )The second baseman and shortstop need less practice than the first baseman,

j.

( ) ( )Infield and outfield practice are best held at the close of the practice,

k.

( ) ( )Additional time should not be spent with individuals after practice.

1.

( ) ( )A coach should yell criticisms aloud so all can gain the benefit of a player's mistakes.

14 CHAPTER 3. GETTING THE BALL ROLLING HOW TO JUDGE EQUIPMENT AND ORGANIZE THE STAFF A«

MOTIVATIONS

Some benefits to be gained by careful

selection of equipment and helpers* 1.

WELL BALANCED ACCOUNTS £

A knowledge of men and

material will mean money in the bank* 2.

VICTORY THROUGH CONFIDENCE:

Good equipment and

willing help builds a winning spirit. 3.

HAPPY HELPERS:

A well "oiled" staff and material

insures a place at the top of the heap. B.

PRESENTATION:

Helpful hints in the organization of the

non-playing phase of the game* 1*

PURCHASE: a.

How to get the most for your money.

Consider quality at all times. (1) Should priee scare you? (2) Is quantity more important than quality?

b.

Shop for the best buy. (1) Are all sporting goods companies the same for equipment? (2) Should a firm’s reputation influence the sale? (3) When should you look at equipment? (4) Does early buying offer advantages?

c.

Allow ample time for delivery. (1) Why order early in the year?

(2) When Is it best to look at new equipment? d.

Pick your own equipment. (1) Should the players select uniforms? (2) May the players choose their own bats?

e.

Remember the needs of the team. (1) Should you influence the purchase to your own desires? (2) Would a check of old equipment be worthwhile before a new purchase is made? (3) Does the economical use of funds play a determining faetor?

CARE:

How to keep your equipment in the best of

condition. a.

Secure ample space for a stockroom. (1) Should the room be arranged orderly? (2) What are some good means of storage? (3) Would accessibility matter greatly?

b.

Ventilate room properly. (1) Should it be overheated or damp? (2) Does overheating destroy leather? (3) Is dampness responsible for molding?

c.

Oil shoes regularly. (1) Should the oil be water-proof? (2) Why clean the shoes? (3) What do you do with the shoes at the end of the season?

d.

Keep the gloves soft and pliable. (1) Should vaseline or oil be used for gloves? (2) What is the best lubricant for gloves?

e.

Clean uniforms periodically. (1) Is infection possible from dirty uniforms? (2) Should the players* parents wash the clothes?

HELPERS:

How to utilize student help as assistants

to your staff. a.

Appoint a team captain. (1) Should he be the best player? (2) Would his sense of duty be a factor? (3) Does sportsmanship enter into the picture? (4) Are rules important to the captain? (5) Will eagerness, courage, and temperament influence your choice?

b.

Select your own team manager. (1) Should students elect a manager? (2) Whose recommendations are considered? (3) Is the merit system a satisfactory one?

c.

Have student manager responsible for definite assignments. (1) Should he keep equipment in playing condition? (2) Who attends the visiting team? (3) When is the field lined?

d.

Detail transportation problems to manager.

17 (1) Should bus transportation be arranged much in advance of travel time? (2) When is absent permission asked? (3) Why not leave too early for games? (4) Are long intervals before game time dis­ advantageous ? C.

PERFORMANCE;

Suggested activities to aid in preparing

organization of staff and material. 1.

ADMINISTRATION:

Go on a shopping tour with the

purpose of buying shoes, gloves, and uniforms.

Have

a check-off list of things to look for. 2.

CRITICISM:

Examine, criticize, and revise some

standard baseball stockrooms. 3.

WRITING:

Compile a list of captain and managers'

duties and do their work to understand the problems. D.

EVALUATION:

Some techniques that may be used in connec­

tion with the features of organization.

1

.

TRUE-FALSE:

Plaee X in the correct space for true

or false. T a*

F

( ) ( ) A stockroom should have sufficient space for all uniforms and equipment,

b.

( ) ( ) A damp equipment room is much better than an overheated one.

c.

( ) ( ) Price, quality and service are three important considerations in buying,

d.

( ) ( ) Players should be allowed to vote on the type of uniform to be worn,

e,

( ) ( ) It is better to fill in equipment yearly rather than to buy all new equipment,

f,

( ) ( ) You should never use moth balls In storing woolen goods,

g,

{ ) ( ) Before storing equipment for the season it is best to mark it and clean it,

h.

( ) ( ) A coach should recommend weight of bat but player should make choice of shape and size.

BEST ANSWER:

Place the number of the best answer in

the parentheses. a.

( ) The best time to purchase equipment is (1) Early in the

year.

(3) After the season.

(2) During the season. (4) Whenever it is

necessary. b.

( ) Equipment should

be purchased for (1) Service

for which it is intended. to coach by salesman. stripes.

(2) Favors given

(3) Color scheme and

(4) The chance to make the rounds

of sporting goods concerns. c.

( ) The student manager should be (1) Appointed

by the coach.

(2) Selected by the team.

(3) Elected by the student body.

(4) Chosen

from "non-strips" in gym classes. RATING SCALES

Place X in each space for which you

qualify. a.

( ) You are not doing all the work.

b.

( ) You are considering the team and the school in purchasing equipment.

c.

( ) You have worked out a good stockroom.

d.

( ) You remember the needs of the team.

e.

( ) You explain the ground rules to your captain.

f.

( ) You consider other teachers in pulling students out of class too often.

20 CHAPTER 4, FIRST AID, TRAINING, AND CONDITIONING HOW TO PREVENT, TREAT, AND CARE FOR INJURIES A.

MOTIVATION:

Some rewards to be gained by being; careful

with baseball injuries. 1.

A WILLING COMPETITOR:

Proper training makes for a

strong, well developed athlete. 2.

RESPECT FOR TEAMMATES:

A healthy ball player takes

pride in his team's accomplishments. 3.

A HEALTHY BODY:

Proper preventative measures prevent

sore muscles which retard coordination. B.

PRESENTATION:

Some techniques of first aid, training.

and conditioning. 1.

PREVENTIVE MEASURES:

How to cut down possible

disease. a.

Recognize minor colds and infections. (1) Should the player work out his cold? (2) Should he miss the entire practice?

b.

Insist upon regular showering. (1) Should clothes also be washed regularly? (2) Why change socks often?

c.

Encourage players to show you all injuries, however slight.

2.

COMMON BASEBALL INJURIES: everyday ailments.

How to treat ordinary’

Watch for blisters. (1) Should you toughen the feet? (2) Are hand blisters important to watch? (5) Could ill-fitting clothes and shoes cause blisters? (4) Should there be any reason for blisters? Prevent athlete’s foot. (1) Can you avoid athlete's foot? (2) Is it a common infection? (3) Should you treat it at once? (4) Why dry the feet? (5) Would you use drugs freely? Look for jock itch. (1) Where is it usually found? (2) Should the jock be changed frequently? (3) Could you wear a damp supporter? (4) Can you treat it yourself? Avoid "Charley-horse." (1) Should you warm up carefully? (2) Do you always remain on your toes? (3) What causes a "charley-horse?" (4) When do you apply ice packs? Treat spike cuts immediately. (1) Are spike cuts unavoidable at times? (2) Are they superficial wounds?

(3) Should you protect yourself from the runner? (4) What are some treatments? f.

Inspect all sliding bruises. (1) What is a "strawberry?” (2) Should you practice sliding to prevent possible injuries? (3) Can you protect your hip regions? (4) Should you change your mind once you decide to slide?

g.

Show how to prevent sprained ankles. (1) Should good balance be maintained at all times ? (2) Why clear the playing field? (3) What kind of shoes are worn?

h.

Treat sprained ankles immediately. (1)

Should ice packs

be applied?

(2)

Should X-rays be

taken?

(3) Can you walk off a sprain? (4) Should you use adhesive tape? (5) Why shave the area to be taped? (6) Should the ankle be taped before playing again? i.

Be careful (1)

of getting a sprained (stone) thumb?

Should you hurry caught?

a throw beforeball is

(2) Gan you take your eyes off the ball? (3) Why hold your fingers together? j.

Use an antiseptic or a cleansing agent. (1) Should injuries be cleaned before applying treatment? (2) Should you ever ignore an open cut?

CONDITIONING: a.

How to get in good baseball condition.

Train properly and seriously. (1) Should conditioning be the first consider­ ation? (2) Would you ever neglect training?

b.

timber up with interesting exercises. (1) Can handball be used for conditioning? (2) Should setting-up drills be employed?

c.

Eat wisely and carefully. (1) Should you overload your stomach? (2) What foods are to be avoided? (3) Gan you "eat yourself off the team?" (4) Should you eat directly before a game?

d.

Watch the hours of sleep. (1) Is seven hours of sleep enough? (2) Should sleep be as important as food?

e.

Protect your body and arm. (1) Does cold or rain affect the work-out? (2) What about massages?

24 (3) When do you use 11sweats?" f. C.

Avoid strong liniments*

PERFORMANCES

Suggested activities in carrying out

training conditions. 1*

WRITING:

Draw up and post a list of treatments for

the minor injuries of baseball. 2.

SPEAKING:

Lecture on general training and condition­

ing covering the followings

field injuries, shin

splints, stone bruise, wrist injuries, and between innings procedure. 3.

EDITINGS

Check and revise a training table menu and

a "sleep” chart. D.

EVALUATIONS

Samples of questions to better training

program. 1.

TRUE-FALSE:

Place X in the correct space for true

or false. T a.

F

( )( } Overworked and tired muscles need little rest,

b.

( )( ) A coach should watch the condition of his men.

c.

( )( ) Proper conditioning and treatment of injuries, though slight, are the essentials of good training.

d.

( ) ( ) All athletes should collect blisters if they are to be successful.

e.

( ) ( ) A player should always open his blisters.

BEST ANSWER:

Place the number of the best answer In

parentheses• a.

( ) Athlete’s foot is caused by (1) Dirty socks. (2) Not showering.

(3) A fungus infection.

(4) Lysol solutions. b.

( ) For

immediate treatment of a sprain it is

best to (1) Soak the foot in warm water. (2) Walk on the sprain immediately to strengthen the museles. ice. c.

( ) The

(3). To pack it with

(4) To take a hot shower and rest. responsibility to see that all injuries

are treated belongs to the (1) Athlete. (2) Coach. d.

( ) The

(3) Parent.

(4) Principal.

taping and bandaging of athletic wounds

should be done by the (1) Players themselves. (2) Trainer or coach.

(3) The team captain.

(4) A student manager who knows the law.

PART II. POSITIONS HOW TO PLAY THE NINE SPOTS One of the most important phases of the baseball clinic is the instructive section. This feature introduces techniques necessary for better ball playing, and a thorough understanding of the various positions of the team. Offensive and defensive hints are offered and demonstrated throughout this section which will facilitate instruction by the beginning coach. Every possible ,ftipn is suggested, explained, and incorporated to make the nine different positions into one complete and organized unit.

27 CHAPTER 5.

A.

MOTIVATION: 1*

THE MAN ON THE MOUND HOW TO PITCH

Rewards to be gained by pitching properly.

MORE CONFIDENCE:

Proper pitelling procedure develops

a feeling of security to the rest of the team. 2.

3.

PULLER FREEDOM

OF MOVEMENTt

will allow you

to throw more accurately.

SURER FOOTING:

A good pitching form

A good stance will provide you with

better footing. 4.

IMPROVED TECHNIQUE:

A careful emphasis of funda­

mentals of pitching makes for better performance. B.

PRESENTATION: 1*

Some techniques in the art of pitching.

QUALIFICATIONS: a.

How to choose a winning pitcher.

Select a pitcher for size, strength, energy, alertness, courage, and condition. (1) Are tall men better pitchers than short men? (2) Has strength a part in throwing a fast ball?

b.

Look for free arm movement. (1) Should a pitcher preferably have a long, strong arm? (2) What about a boy's shoulder and arm coordin­ ation?

c. 2.

Spot the proper use of arms, body, and feet.

POSITION:

How to develop a better delivery.

28 a.

Learn the proper stance on the mound.

b.

Hold the baseball correctly for a fast ball, (1) Should the first and second fingers be held together? (2) Is the space between flesh and ball always the same?

c.

Grip the ball for a curve. (1) Are the first and second fingers held apart? (2) Should the curve ball be held the same as a fast ball? (3) Why is the ball gripped tightly?

d.

Force the ball in the lower part of the hand for a slow ball.

e.

Use your pivot foot in front of the rubber. (1) Why is it wise to have the pivot foot up on the rubber? (2) Why isn't it good to keep one foot behind the rubber?

f.

Place your rear foot up on the back edge of the plate.

g.

Make only legal deliveries. (1) Should you raise either foot from rubber unless throwing? (2) What constitutes the balk movements?

h.

Be careful of your feet with men on base.

29 i.

Obtain power in your pitches by the swing of the raised foot.

j.

Synchronize the wind-up, body pivot, and step forward. (1) Is relaxation necessary in the delivery? (2) Where is the weight of the body? (3) What foot is in contact with the rubber?

k.

Keep your eyes on the target at all times.

1.

Take your stretch and employ the wind-up. (1) When do the arms start forward? (2) Should the hands come to a point behind the back?

m.

Field the pitching position. (1) What is your proper position after throwing? (2) Is the "square” finish a factor in fielding?

n.

Perfect proper foot action.

o.

Acquire the "square-finish." (1) Should the back foot play any part? (2) Does the weight change from the back to front foot? (3) Is the back parallel to the pitching plate at any time?

p.

Utilize a "change of pace."

q.

Work for control. (1) Why is control the greatest of all pitching assets?

50 (2) Can control be mastered without practice? (3) Should pitching to a spot be overemphasized? (4) Is it necessary to first master proper stance and body motions? r.

Watch runners on base. (1) Should a pitcher time each pitched ball? (2) Why is the knee motion important with men on base?

s.

Don't make false moves. (1) What constitutes a balk? (2) Where are the hands held before pitching? (3) What are the proper movements for stepping off the rubber?

t.

Anticipate bunts. (1) Do men on different bases mean anything with no outs? (2) Should you listen to your catcher in going for a ball? (3) Watch the batter's bat.

u.

Waste balls on pitch-outs.

v.

Get signs from the catcher. (1) Should pitcher throw to bases when receiving signals? (2) Why rely on the catcher's judgment? (3) When do you "shake off" a catcher's signs?

w*

Break up the ’’squeeze” play*

x*

Play balls hit to the left of box.

y.

Polish-off pot-flies in infield. (1) Should the pitcher go for fly balls? (2) When shouldn't the pitcher try for a pop-up?

z.

Pick runners off base. (1) Why keep runners close to bag? (2) Does the infielder help?

STRATEGY? a.

How to play your "spot" more intelligently.

Back up the bases. (1) When do you back up third base? (2) Do you ever back up the catcher? (3) Where do you stand in backing up the bases? (4) Should you follow the ball?

b.

Pitch against a possible bunt. (1) Should you try curves? (2) Why keep the ball high?

c.

Listen to the catcher on throw-ins from outfield.

d.

Study the man at bat. (1) Are the batter's feet important? (2) Should a hitter/s shoulders be watched? (3) Does the anxiety of the batter make any difference?

e.

Keep the eyes on the catcher's knees.

f.

Employ pitching strategy.

(1) Should the first ball be a strike? (2) Why should pitches be ’’mixed up?" (5) Should you try to catch the batter off balance? g.

Pitch to weak batters.

h.

Get ahead of the batter.

i.

Keep the fast ball high and inside,

j.

Use the curve ball occasionally.

k.

Pitch differently with runners on different bases. (1) Does the stance vary with men on different bases? (2) Should the weight be on the back foot? (3) Why keep the runner close to the bag? (4) Should a pitcher vary his "looks” toward a runner?

SUGGESTIONS:

How to help the pitcher win more games.

a.

Watch your catcher.

b.

Practice the "pick-off” for second. (1) Should a pitcher whirl the pivot foot? (2) Why is the ball thrown high? (3) Do the "keystone" men help In a pick-off? (4) What is the count signal?

c.

Set up time signals with your infielders.

d.

Work on freak deliveries. (1) Should a pitcher have a "fork" ball?

33 (2) Why is the "fadeaway" or "screw” ball hard to control? (3) Is the "knuckle" ball thrown from a natural pitching position? e.

Memorize weak

points of batters.

f.

Pitch againstbatters with a long stride

or a

short stride. (1) Where should the pitches be made? (2) Are curves effective against these strides? C.

PERFORMANCE;

Suggested activities.

1.

Practice throwing to the catcher for control.

2.

Make up a throwing target from a piece of canvas with strike zone sketched out.

3.

Use throwing target to hold

men on bases.

4.

Practice throwing against a canvas with your eyes glued to spot you want to hit.

5.

Practice holding men on first and second base.

6.

Practice fielding bunts and also covering first base,

7.

Hit fly balls to outfield so pitcher can cover different bases for different situations.

D.

EVALUATION; 1.

Samples of questions to test the pitchers.

TRUE-FALSE:

Place an X in the correct space for

true or false.

a.

( ) ( ) Size means nothing in the selection of a pitcher,

b.

(

)

( )A fast ball is delivered with the first and second fingers held apart*

c.

(

)

( )A difficult play for the pitcher to field is to cover first base,

d.

(

)

( )A pitcher should never relay the throw in from the outfield,

e.

(

)

( )The "square-finish" means nothing to a pitcher,

BEST ANSWERS

Place the number of the best answer in

the parenthe se s . a.

( ) A common factor in lack of control is (1) Faulty follow through, warm-up.

(2) The pre-game

(3) Keeping eyes on target.

(4) A

strong loose arm, b.

( ) In all-back-up plays a pitcher should be behind the bases about (1) 15 feet. feet.

c.

(3) 50 feet.

(2) 30

(4) 70 feet.

( ) The simplest pre-season training for pitchers is (1) Running. flies.

(2) Throwing.

(4) Calisthenics.,

(3) Shagging

35 CHAPTER 6. THE DIRECTOR OF PLAYS HOW TO CATCH BEHIND THE PLATE A.

MOTIVATION;

Rewards to be Rained by becoming a capable

catcher. 1.

A DESIRE TO WIN:

An alert catcher instills confidence

in pitcher he is receiving. 2.

IMPLICIT TRUST:

A good technique in mechanics of

catching will provide for absolute faith in his judgment• 3.

COORDINATED ACTIVITY:

Good catching form facilitates

keeping pitchers on an even keel. B.

PRESENTATION: 1.

Some techniques in discovering a catcher.

QUALIFICATIONS: a.

How to recognize a potential

catcher.

Select a man physically strong in stature to stand the strain of catching. (1) Does size play a factor? (2) Should a catcher be agile? (3) Is there need of sound judgment for a catcher?

b.

Find a man with large hands and a good arm. (1) Would a weak arm matter? (2) Is it speed or accuracy of a throw which counts? (3) Why is coordination of arm, feet, and body important?

POSITIONS a.

How to become a better catcher.

Learn the ideal position of a catcher's feet. (1) Should the

left foot be extended in front

of the right one? (2) Do the feet make for a difference In throwing b.

Create a target for your pitcher. (1) What are the four outstanding characteristics of a good target? (2) Could your stance behind the plate help the pitcher?

c.

Hold your fingers of the bare hand in a half­ closed relaxed fist. (1) Would an open

fist be dangerous?

(2) Where is the thumb

held?

(3) Why are the palms held forward? d.

Come to a throwing position quickly after receiving the pitch. (1) Should you straighten up for the throw? (2) Would the throwing arm drop below the wais.t?

e.

f.

Stand close to the plate. (1) Can you stand

very close?

(2) Are low balls

more difficultto catch?

Throw the ball back properly. (1) Where should your arm be? (2) Is the throw to second much different than

back to the pitcher? g.

Shift your feet quickly.

h.

Jump to the right for an outside ball and to the left for an inside pitch.

i.

Handle Mpop-flies•” (1) Should you throw off your mask? (2) Where is the mask thrown?

j.

Cover bunts with your bare hand,

k.

Use fingers for pitch signals. (1) Should the catcher be in a squatting position? (2) When do you employ fingers? (3) Do signals vary greatly? (4)

Should the knees conceal the signs?

(5)

Should the glove cover the signs?

1.

Keep the pitcher informed of men on base,

m.

Block the plate on possible scores,

n.

Use your feet on "pitch-outs.M (1) Should your stance be the same for right and left handed batters? (2) Where is the ball caught?

STRATEGYj a.

b.

How to develop more skill.

Watch the runners on base. (1)

Should you shift your feet, arms, and

(2)

Should you throw foolishly to the bases?

Catch the runner off third.

body?

38 (1) Is It difficult to make this play? (2) Should the throw be kept close to the base line? c.

Cover home plate with bases full. (1) Can you expect the play with two outs? (2) Should you attempt the double play?

d.

Play the ball and the man Instead of the man and ball on a possible score.

e.

"Run-down" a trapped runner. .

f.

Call the plays for the infielders. (1) Should you have the pitcher handle flies? (2) Why is it Important for infielders to hear

A I*

the call?

•

g.

Cover third on certain plays.

h.

Calm wild pitchers.

i.

Be careful of the double steal.

SUGGESTIONSt

How to continue to grow in catching

proficiency. a.

Start fast after a foul ball.

b.

Employ the mitt and glove In fielding bunts. (1) Should one hand be used In fielding bunts? (2) When should you take your eyes off the ball? (3) Should you throw off-balance? (4) Where is the mitt placed?

c.

Learn to pick runners off base.

39 d.

Warm pitchers up before the game.

e.

Develop knee-action in receiving the ball.

f.

Stay ahead of the batter. (1) Should you signal for curves all the time? (2) When is it best to call for a "waste” ball?

C.

PERFORMANCES

Suggested activities.

1.

Practice catching different types of pitches.

2.

Gateh foul balls to the right and left of home

3.

Plek-off runners on base.

4.

Handle infield practice with throws to the different

plate.

bases. 5.

Practice stepping to the side for the throw down to second.

6.

Work on feet position before a possible throw.

7.

Practice footwork constantly as that is learned easily.

D.

EVALUATION; 1.

Some devices to measure catching techniques.

TRUE-FALSE:

Place X in the correct space for true

or false. T

F

a.

( )( ) It is never dangerous to throw to bases.

b.

( )( ) A catcher stands in the same position for a right and left handed batter*

c.

( )( ) The fingers are the real foundation of

40 the system of battery signaling. d.

( ) ( ) It is advisable to have a more complicated sign when there is a runner on second base*

e.

( ) ( ) It is advisable for the game catcher to warm up the pitcher who is to throw.

f.

( ) ( ) The catcher should field all fly balls even when it is possible for the fielders to get to them.

g.

( ) ( ) Catching foul balls calls for speedy movements on the part of the catcher.

h.

( ) ( ) The comfort angle in catching is not a personal angle.

i.

( ) ( ) It is more important that the catcher know the strength and weaknesses of his pitcher than of the opposition,

j.

( ) ( ) A catcher should get in the habit of throwing off the left foot.

41 CHAPTER 7. THE INITIAL SACK HOW TO PLAY FIRST BASE A.

MOTIVATION:

Rewards to be gained by covering first base

properly. 1.

CORRECT COVERAGE:

Good first base coverage keeps

runners close to the base. 2.

IMPROVED BALANCE:

Proper position play insures co­

ordination. 3.

BETTER UNDERSTANDING:

Emphasis on stance and position

of first baseman contributes to team's success. B.

PRESENTATION:

Some techniques in developing a first

baseman. 1.

SELECTION: a.

How to discover a potential first sacker.

Look for a man with a good reach. (1) Are short men as good as tall ones? (2) Should he be left handed?

b.

Try to find a boy who can maintain a perfect balance.

c.

Watch for a player who can shift his feet easily. (1) Should he stretch for balls? (2) What about the low thrown balls?

d.

Find a boy who can throw side-arm. (1) Is that throw used for the force out at second base?

(2)

When is the hurried overhand throw used?

POSITION: a.

How to cover the sack professionally.

Play close to the bag most of the time* (1) Should you exert effort by too long a run? (2) Why be set for the throw?

b.

Break immediately for the bag once the ball is hit. (1) Should his feet be astride the bag? (2) Are his feet stationary? (3) Would he have time to shift for a wide throw?

c.

Stretch out for the ball.

d.

Shift your feet for different throws. (1) Should you shift your right foot on throws to the left? (2) Where do you stand on throws wide to the right ?

e.

Learn the right way to field a pick-up. (1) Should you lean forward? (2) When do you back up? (3) What are the feet position?

f.

Make sure to catch the ball always. (1) Should you practice catching with the gloved hand? (2) When are both hands used?

g.

Protect yourself and the ball on hits in the base line.

43 (1) Do you jump out of the way the instant ball is eaught? (2) Should you touch the runner with both hands? h.

Play your own territory. (1) Should you "poach’1 on second's area? (2) What are your areas of play?

i.

Develop an underhand throw to third base. (1) Should this throw be used in bunts? (2) When do you attempt to force the runner?

j.

Field balls and throw to second for double play. (1) Should you get the return throw? (2) When does the second baseman cover your bag?

k.

Use your hands, eyes, and body in catching a low thrown ball.

1.

Assume proper position with man on first. (1) Should you stand with bag between the two feet? (2) What motion is used to tag the runner?

m.

Work for smoothness when pitcher covers first. (1) Should you throw hard or use the lob? (2) Where is the throw made? (3) Would you employ an underhand toss?

n.

Develop proper fundamental defensive movements. (1) Are your movements different with men on base? (2) Do the number of outs change your position?

STRATEGY* a.

How to become an expert first baseman.

Play the runner on first when a bunt is made. (1) Where is the throw made? (2) Who covers first? (3) When is the play at first tried? (4) Why foree the runner?

b.

Change your technique for a runner on first when a bunt is not made. (1) Should you hold the runner close to the bag? (2) When do you touch the runner first? (3) Would you set up the.force play? (4) Where is the first out always attempted?

c.

Watch the runners on other bases. (1) Should you try for a double play? (2) Why is it important to know how many outs?

d.

Prevent the runner on first from taking a big lead. (1) Should you play close to the bag? (2) When do you leave the sack?

e.

Tip the catcher off on attempted steals. (1) Should you yell to the catcher? (2) What are some of the "shouts?"

f.

Worry the base runner. (1) Should you dash toward the bag? (2) When do you feint the move?

45 g.

Cut off a score with a man on third on balls hit to first. (1) Should you fake the throw? (2) Where do you stand with a man on third? (3) Do you return to the bag after throwing home? (4) What happens in a "run-down" situation?

h.

Tag the runner on the "pick-off." (1) Does the catcher give a signal? (2) Should you watch the pitcher?

i.

Cut off the relay. (1) Should you be the key cut-off man? (2) What is your position?

j.

Start double plays properly. (1) Should you face the middle of the diamond in f ielding? (2) Why make sure of the force out first? (3) Where is the pivot made on right handed fielders? (4) Should the throw be made to the inside of the bag?

C.

k.

Help the catcher on run downs from third.

1.

Take throws from catcher on inside of diamond.

PERFORMANCES

Suggested activities to bring out the

potential ability of the first baseman. 1.

Do proper stance and stretch.

46 2.

Hit low bouncing balls to right and left of first baseman from different angles.

3.

Throw to left side of bag directly in path of runner coming from the plate.

4.

Hit grounders to first baseman to enable him to know how to field them.

5.

Bunt balls to first baseman so he can learn procedure for proper position and throw.

6.

Catch runners off bag for run-down procedure.

7.

Hit "pop-ups" for first baseman to practice

8.

Practice "cut-off” procedures on hit balls to outfield.

9.

Hit infield practice with emphasis on first base

fielding.

coverage and double play procedure. 10.

Simulate "steals” to give first baseman practice to yell "there he goes” to tip off the catcher for a throw down.

11.

Set up double play situations and have first baseman make throw to right bag.

D.

12.

Hit slow balls to right of first baseman.

13.

Hit hard balls to right of first baseman.

EVALUATIONS

Some check-ups to be used in discovering the

value of your work. 1.

TRUE-FALSEr

Place an X in the correct space for

true or false.

47 T a.

P

( ) ( ) In the event of a base hit to the outfield, the first baseman plays the bag for a run­ up play*

b.

()

( ) With a runner on second base, the first baseman leaves his position on hits to „outfield*

c.

()

( ) The first sacker takes the catcher's throw outside of the bag.

d.

()

( ) On two-base hits, the first sacker backs up second base on throws from left and center field.

e.

()

( ) If a bunt is in order, play deep.

f.

()

( ) If a bunt is not in order, play the normal position.

g.

()

( ) The first baseman should catch all balls with only the gloved hand.

h.

( ) ( ) The position of the feet is the same on all throws to first.

i.

()

( ) On all hits to infielders the first base­ man should break for his bag.

j.

()

( ) It is important to maintain a proper balance at all times.

2.

BEST ANSWER:

Place the number of the best answer in

the parentheses.

( } The most difficult play for a first baseman is (1) Low pick-ups. throws. (

(2) Shoulder high

(3) Line drives.

(4) Bouncing balls

)The first baseman on hits to outfield with men on base lines himself with (1) Shortstop. (2) Catcher.

(

(3) Third baseman.

(4) Pitcher

)The first baseman should also be a (1) Good fielder but no hitter.

(2) A fair hitter.

(3) Pair fielder but strong hitter. power hitter.

(4) A

49 CHAPTER 8. THE KEYSTONE SACK HOW TO PLAY SECOND BASE A.

MOTIVATIONS

Some benefits to be sained by successful

second base coverage, 1*

FINER FUNDAMENTALS:

Good second base play insures

executing plays instinctively. 2.

HIGHER CHANCE FOR SUCCESS:

Good play is one of the

essential elements of championship play. 3.

MAXIMUM CONTROL OF THE GAME:

Good keystone coverage

will help swing victory your way. B.

PRESENTATION: 1.

Some techniques of second base play.

REQUIREMENTS:

How to judge a prospective second

sacker. a.

Ability to move quickly* (1) Should nimbleness and agility be of paramount importance ? (2) Why are good reflex actions necessary?

b.

Get rid of ball quickly. (1) Should he have a side-arm throw? (2) Why isn’t tinder the hip throw good?

c.

Anticipate all plays.

d.

Have a strong throwing arm. (1) Does a double play depend upon his throw? (2) When does he use an overhead throw?

e.

Judge fly balls correctly.

POSITIONS a.

How to become proficient In the field.

Use the glove and hands properly in fielding grounders• (1) Should the face of the glove be toward the ball? (2) Where is the palm of the other hand held?

b.

Stand correctly in fielding. (1) Should your legs be crossed? (2) Why are the feet held apart?

c.

Learn the throw to first base. (1) When do you use the underhand pitch? (2) Should you throw from the position you field it?

d.

Handle the ground balls carefully. (1) Should you hurry the throw? (2) When do you rush the grounder?

e.

Tag the runner sliding into second. (1) Should your feet be behind the bag? (2) Is it necessary to get spiked?

f.

Study the force-out plays very carefully.

g.

Cover second for the throw from catcher. (1) What do you do for a left handed batter? (2) When do you cut off the throw?

h.

Relay the ball from the outfield.

51 (1) Where do you go on balls hit to deep right field? (2) What is your position on balls hit to deep left? i.

Back up the shortstop on throws from left fielder. (1) Where do you stand when shortstop takes throw from catcher? (2) Should you ever back up first base?

j.

Pivot on double play balls. (1) Should you turn on your left foot? (2) Should you swing your body away from the base line?

k.

Hit the bag with your right foot.

1.

Learn to play balls hit to the right of the second baseman. (1) Should the ball be fielded on the run? (2) Why go at full speed? (3) Where is the weight of the foot as he stops to field?

m.

Judge "pop-flies" properly. (1) Should you call for the ball? (2) What is the furthest distance to go for a ball?

3.

STRATEGY: a.

How to better yourself in second base play.

Play the batter with a runner on first and none out.

52 (1) Where do you stand? (2) Should you leave the bag with the runner? b.

Shout instructions to thrower.

c.

"Nip" the double steal. (1) Should you cover second? (2) Would you cut off the throw?

d.

Contemplate a bunt situation with man on first. (1) Should you play shallow? (2) Should you cover first?

e.

"Run-down" a runner caught off first. (1) Should you. force him toward first? (2) When do you chase the man?

f.

Protect a relay throw from the outfield with a runner on base.

g.

Play for a cut-off at the plate with bases loaded and none out. (1) Should you play deep? (2) Would you first try for a double play?

h.

Watch for the "delayed" steal.

i.

Run to the bag on a "waste" ball. (1) Should you break as soon as ball is pitched? (2) What is the proper position in relation to the bag in receiving the throw? (3) Would you swing your body around to face first base after getting the throw?

4.

SUGGESTIONS:

How to further develop as a second

baseman. a.

Charge all slow-hit rollers. (1) Should the ball be picked up with the bare hand? (2) Would you field it on the run?

b.

Play the sun carefully on pop-ups. (1) Should you know where the fielders are playing (2) Should outfielders have preference in going for the ball? (3) Would you try to catch a fly going away?

c.

Form the habit of starting toward second base after each ball with runner on first base.

d.

Play the ball and d o n ’t let the ball

play you.

(1) Should you be relaxed? (2) Should your head be down, and eyes on ball? e.

Keep the score always in mind. (1) Would late innings change your play? (2) Should a close game determine your decisions?

C.

PERFORMANCE: 1.

Suggested activities.

Simulate play procedure with runners on different bases*

2.

Hit grounders to right and left for fielding practice.

3.

Work a "cut-off” play with runners on first and third.

54 4*

Bunt ball to first base to enable the second baseman to cover first.

5.

Practice tagging the slider.

6.

Practice the "run-down” for trapped players.

7.

Work double play situation for actual practice and movements•

8.

Hit "pop-ups” for fielding practice.

9.

Hit balls to right to insure movement and maneuver­ ability.

10.

Hit ball to left of second baseman so he can practice his underhand throws.

11.

Practice protecting the bag on all hits to left field.

12.

Hit balls to right of second baseman.

13.

Make relay throws from outfield.

14.

Steal from first so second baseman can back up the throw to shortstop covering the base or else take the throw for the put-out himself.

15.

Hit balls to first baseman so second baseman can back up the first baseman.

D.

EVALUATION;

Some means of determining the success of the

instruction. 1.

TRUE-FALSEt

Place an X in the correct space for

true or false. T a,

F

( ) ( ) It is unimportant for the second baseman

to worry about the position of the out­ fielders . b.

(

)(

)The second sacker waits

for all ground

balls. c.

(

)( ) With no one on base the second baseman's position is deep.

d.

(

)(

)On attempted steals the

second baseman is

always responsible to cover the bag. e.

(

)( ) The second sacker covers first on bunt situations•

f.

(

)(

)The second baseman protects first base on the run-up play on the pick-off.

g.

(

)(

)A second baseman should make the first out on

BEST ANSWER:

Place the number of

always be sure to double plays. the best answer in

the parentheses. a.

(

)The hardest fielding play for the second base man is (1) A hard grounder. (3) A slow hit ball.

b.

(2) A line drive

(4) A high bouncer.

( ) On a ball hit to the left of the second base­ man, the second baseman throws (1) Overhand. (2) Side-arm,

c.

(

(3) Underhand.

(4) A curve.

)The second baseman should always keep in mind that the first throw on a

relay from the out­

field is a (1) Short one.

(2) Long one.

56 (3) Medium. d.

(4) Accurate but shallow.

( ) On a run-down from first the second baseman (1) Chases the runner.

(2) Covers second.

(3) Backs up the first baseman.

(4) Backs

up the shortstop. e.

( ) A second baseman’s wrist should be (1) Rigid. (2) Flexible.

(3) Weak.

(4) Loose.

CHAPTER 9. THE HOT CORNER HOW TO COVER THIRD BASE A.

MOTIVATION:

Rewards to be gained by becoming a polished

third baseman, 1.

BETTER ACCURACY ON THE THROWS:

A good accurate throw

will develop one of the Important fundamentals of the game • 2.

MORE POLISHED PERFORMANCE:

Conscientious coverage

and work will make you a better performer as a third baseman. 5.

RELAXED ATTITUDE:

A relaxed attitude instills a

feeling of security and success to other team members B.

PRESENTATION: 1.

SELECTION: a.

Some techniques in correct third base play How to "look” for a good third sacker.

Make sure the fielder has ’’quick” hands. (1) Should he have quick reflexes? (2) Should the hands be held close to the ground on grounders?

b.

Prefer a boy with keen accurate eyes.

c.

Desire to play the hot corner. (1) Does the willingness to stand firm against hard hit balls matter? (2) Would fear prevent a boy from becoming good?

d.

Seek a strong thrower.

(1) Should he have a powerful throw? (2) Would he have to ’’hurry" his heaves?, POSITION: a.

How to perfect third base play.

Take advantage of proper distance from plate. (1) Is thethrow always rushed? (2) Should

the batter determine thethird base­

man's position much? b.

Approach batted balls surely. (1) Where are the hands held? (2) Are the hands scraping the ground? (3) Why follow the ball until it has settled in the glove?

c.

Play the ball to enable a quick throw for the put out. (1) Should

you worry about your bodygetting

(2) What about

hit?

getting bad hops?

(3) Should you use the overhand throw? d.

Watch for bunted balls. (1) Would you play on the diamond ahead of third base? (2) Should you field all bunts near the pitcher?

e.

Know your hitters for base position. (1) Does the hitter's speed enter the picture? (2) Would you take strikes into consideration?

f.

Pick up all slow bunts with bare hands.

(1) What throw do you use to first base? (2} Where would you throw the ball with man on first? g.

Take all fly balls between third base and the catcher. (1) Who calls for the ball? (2) Should the pitcher go for pop-ups near third?

h.

Back up the pitcher on balls hit to the box. (1) Where is your break made? (2) Should you look for deflected balls? (3) Can you tell the pitcher where to throw?

i.

Prevent runners from taking that extra base. (1) Should you help the relay throws? (2) Would you aGt as "cut-off" man? (3) Are there ways to slow up the runner?

j.

Handle the ball when runners are caught off base. (1) Should you let outfielders help out? (2) Would more than three men be in the play?

k.

Start the double play quickly. (1) Should you know the number of outs? (2) Do you ever go for the batter first? (3) Where is the throw made?

STRATEGY: a.

How to "outsmart" the opposition.

Return to the bag when ball is fielded by catcher or pitcher on bunted ball.

(1) Should third base be ever left open? (2) Why return to the bag? Play your base on balls hit to the outfield. Bluff throws to second with a man on second before the put out, (1) Should you always look? (2) Why worry about the man on second? Be sure of getting one sure out with men on base, (1) Why get at least one out? (2) Should you know the number of outs? Play ground balls with men on base in the late innings differently. Make sure of your position on swinging bunts. (1) Can you take your time? (2) Why is the throw different? (3) Should you set yourself before throwing? (4) Do the eyes play a factor in the play? (5) When do you raise your head after the start of the charge. Start a double play with bases loaded, (1) Where is the throw made? (2) Do you ever throw first to second? Help other fielders in the infield on a "pop-fly." (1) Should you call the play? (2) Why follow the ball carefully?

61 i. j. 4.

Cover your base with bases loaded. Protect the base with runners in scoring position.

SUGGESTIONSs

How to perfect further third base

coverage. a.

Listen to catcher's instructions on bunted balls.

b.

Learn to throw home for catcher to get sliding runner. ' (1) Should the throw be low? (2) Where should the throw be made in relation to home plate?

c.

"Knock" down hard hit balls. (1) Should you take hard hops on the body? (2) Should you worry about bad bounces? (3) Why look over the playing area before the game?

d.

Watch out for the "bluff" bunt with a man on second. (1) Should you leave your position quickly? (2) Would that indicate a possible steal?

C.

PERFORMANCES

Suggested activities for better third base

coverage. 1.

Practice with balls hit sharply to right and left.

2.

Hit bounding balls toward base to develop throw to first.

3.

Bat a hard grounder to third with runner on first to practice double-play procedure.

62 4.

Cut off throws from the outfield.

5.

Tag slider after catcher throws to third.

6.

Hit base hits to outfield so third baseman can learn position properly.

Vary stances of third baseman with

runners on different bases. 7.

With runner on third, bat ball to third baseman so he can learn to protect his bag.

8.

Work out a "run-down" situation for position of third sacker.

9.

With a

runner on third base, hit balls to outfield to

enable

third baseman to play his position and protect

the bag. 10.

Bunt balls for third baseman with men on different bases with different number of outs.

11.

Practice breaking for the bag on

12.

Set up

delayed steals.

"squeeze-plays" to insure proper dash for

home with glove up in case of driven ball. 13. D.

Practice catching high, twisting flies.

EVALUATIONS

Some methods to check the learning of third

base play. 1.

TRUE-FALSE:

Place X in the correct space for true

or false. T a.

F

( ) ( ) In a base hit to the outfield, the third baseman plays his base.

b.

(

)(

)On balls hit to right field the third baseman backs up the second baseman.

c.

(

)(

)In bunting situation, the third baseman plays deep off the diamond.

d.

(

)(

) A strong arm is not so essential to the third baseman as it is to other infielders.

e.

(

)(

)The third baseman should always watch the pitcher and not the batter.

f.

(

)(

)The third baseman has as many complex play situations as the shortstop.

g.

(

)(

)A third saeker should let the shortstop handle "Texas Leaguers."

h.

(

)(

)It doesn’t matter if a third baseman thinks ahead.of the play.

i.

(

)(

)The third sacker should always be alert for "squeeze" plays.

BEST ANSWER:

Place the number of the correct answer

in the parentheses. a.

(

)On slow hit balls the third baseman should field them (1) Standing still. run.

(2) On the

(3) Very carefully and surely.

(4) By

making sure he stops the ball. b.

(

)When a batter has two strikes called on him, the third baseman plays (1) For a bunt. (2) Inside the line in his regular position.

(3) Back.

(4) Outside the base line.

( ) With runners on first and second in the late innings with none out and tie score, the third baseman should (1) Make the out at first. (2) Play for a double play. at third.

(3) Make the play

(4) Force the runner at home.

( ) The most important physical factor in fielding a swinging bunt are the (1) Hands. (3) Eyes.

(4) Body position.

(2) Arms.

65 CHAPTER 10. THE DEFENSIVE WHEELHORSE HOW TO PLAY SHORTSTOP A.

MOTIVATION;

Rewards to be gained by playing; shortstop

properly. 1.

INCREASED SKILLFULNESS:

Clever fielding by the short­

stop creates a winning spirit. 2.

BETTER ABILITY TO MEET MOST DOUBLE PLAY SITUATIONS: The ability to accomplish difficult plays will prepare you to lead the team to victory.

3.

EXTREME SAFETY: emphasize value

B.

PRESENTATION: 1.

of consistent play to teammates.

Some techniques in shortstop play.

QUALIFICATION: a.

An errorless performance will

How to select a prospective shortstop.

Choose a tall boy with speed, sure hands, and a strong arm. (1) Is a strong arm necessary? (2) What is meant by lost motion?

b.

Determine the capabilities of a shortstop. (1) What should you look for? (2) Does anticipation mean anything? (3) Does alertness count?

2.

POSITION: a.

How to cover your territory,

Handle ground balls cleanly. (1) Should you play the ball?

(2) Why should the legs be apart? Develop the side-arm and overhand throw to first. Watch the catcher's signal. (1) Why watch for them? (2) Does it matter? (3) Where should certain pitches be hit? Cover the right bag on a double play. Pivot correctly on a double play. (1) Why play close to the bag? (2) Where should you take the throw? Feint at the runner at second base* (1) Should you fake all the time? (2) When shouldn’t you feint at the runner? Anticipate the play again. (1) What value is there in thinking ahead? (2) When should you think ahead? Run back for "Texas-leaguers.H (1) Who yells for the ball? (2) Is playing the sun important? Field the ball bounding over the pitcher’s head. (1) Why field the ball on the run? (2) Should you throw at full speed? Cover second base on an attempted steal. (1) When do you cover the bag? (2) Should you back up the throw?

k.

Relay throws from the outfield. (1) When do you take the relay? (2) Why should you take the relay?

1.

Protect second base on clean steals or delayed steals.

m.

’’Track down" the picked off runner. (1) Should you always stand close to the bag? (2) When should you chase the runner?

n*

Cover third base on certain plays. (1) May you ever leave third base unprotected? (2) Will you ever cover third base?

o.

Protect second base on all hits to right field.

STRATEGY£ a.

How to develop keener insight.

Play deep with a man on first. (1) Why protect second base? (2) Should you back up second baseman?

b.

Cover your

area with a runner on second base.

(1) Why do you take relays on hits to left field? (2) When does the shortstop cover third? c.

Get position on a runner caught off second base. (1) Is this the same as a tipped play? (2) Why is position important?

d.

Play the bunt with runners on first and second base. (lj Which bag do you cover?

e.

(2) Should you

try fielding the ball?

Force the play

with runners on all thebases.

(1) Why play in close? (2) Do you cut off the possible score? f.

Hold the runner close to second with men on first and second and none away.

g.

\$0

Go out to leftfield on bases but beyond

the left

field and relay them in. h.

Play your opponents who are hitting late.

SUGGESTIONSr a.

How to Improve your defensive play.

Touch the runner on double play begun by the first baseman who steps on the bag before his throw. (1) Why tag the runner? (2) When do you tag the runner?

b.

Place yourself to be in position for every ball hit to left field side of second base.

c*

Catch the ball thrown by the second baseman to start the double play. (1) What is the position In this play? (2) What foot hits the bag? (3) Should you try to tag the runner?

d.

Throw the ball at full speed in double plays. (1) May you lob a double play ball? (2) Could you fake throws on this play?

e.

Give signs to outfielders for every ball to be

69 delivered by the pitcher. f.

Arrange signals with the pitcher and catcher for catching runners off second.

g.

Cover second for an attempted steal. (1) Does a left handed batter change your assign­ ment? (2) Why is it important to back up the second baseman?

C.

PERFORMANCES

Suggested activities.

1.

Hit hard grounders for practice fielding and throwing.

2.

Hit high bouncing balls over piteher’s head for speedy throws to first base.

3.

Make double play situations for shortstop to act as pivot man in double play.

4.

Throw down to second base and shortstop cover bag to i

tag runner on attempted steal. 5.

Bat ground balls between third base and shortstop and have shortstop make the long, hard, accurate throw for the put-out at first base.

6.

Hit flies to outfield to enable shortstop to relay throws into the plate.

7.

Hit balls to extreme right of shortstop for practice of difficult fielding plays.

8.

Hit batted balls over second base so shortstop makes hurried throw on run.

9.

Hit "pop-fly" behind second abse which makes short­ stop run and call for the catch.

D.

EVALUATION; 1.

Some techniques in testing your instructions.

TRUE-FALSE:

Place an X on the correct space for

true or false. T a.

F

( ) (

)A

shortstop handles all slow balls hit to his right.

b.

( ) (

)A

shortstop gives instructions to other

players• c.

( ) (

)A

good move is toward the right when an

opponent swings late. d.

( ) (

)A

shortstop never backs up any of the

other players. 2.

BEST ANSWER:

Place the number of the best answer in

the parentheses. a.

( ) The best size for a shortstop is (1) Small. (2) Tall.

b.

(3) Medium.

(4) Stocky and short.

( ) The best way to field a ball batted over the pitcher’s head is to (1) Play it safe. (2) Play it on the run. baseman to go for it.

(3) Allow the second (4) Prevent the runner

from taking more than one base.

71 CHAPTER 11. THE OUTER PASTURES HOW TO PLAY THE OUTFIELD A.

MOTIVATION:

Some benefits to be gained by playing the

outfield in a capable manner. 1.

ADDITIONAL ADMIRATION FROM OTHERS:

Good outfield

play will make others aware of the value of pro­ ficiency. 2.

PREVENTS A LOSS:

Careful and percentage outfield

play protects the lead of your team. 3.

MORE CONSISTENT PLAY:

Fielding your position in a

capable manner will aid in controlling the outcome of the game. B.

PRESENTATION:

Some techniques in covering the outer

gardens. 1.

REQUIREMENTS: a.

How to choose, successful outfielders.

Pick a man with a strong, accurate throwing arm. (1) Should the arm be loose and supple?

fa

(2) Would you use an overhand throw? b.

Single out a hustling ball player. (1) Does speed matter too much? (2) Why is "hustle" important?

c.

Place your fastest man in center field. (1) Should the center fielder be the fastest player in the outfield?

(2) Why should the left and right fielders have strong arms? POSITION: a.

How to play the outfield.

Catch fly balls with the hands held in front. (1) When are the hands held above the head? (2) Should the fielder catch the ball with the hands to one side? (3) What is the “basket" method?

b.

Charge all ground balls hit to the outfield. (1) Should you wait for them occasionally? (2) Do you field a "skipping" ball the same way?

c.

Use your eyes in following and fielding the ball,

d.

Judge fly balls properly. (1) Should you play the wind? (2) Where do you play for a cross-wind?

e.

Field fly balls in a throwing position. (1) Should the throw be made overhand? (2) Could the ball be held for a few seconds after catching the fly?

f.

Play low, sinking drives. (1) Should these hits ever be played safely? (2) When can you "take a chance."

g.

Prevent misjudging the ball. (1) Should you ever remove your eyes from the ball?

(2) Is it easier to catch the ball running toward it? h.

Back up all throws from one infielder to another, if at all possible.

i.

Get rid of the ball quickly to the designated base. (1) Should the throw be made to the next base? (2) Can you ever try to run the runner back?

j.

Obtain the jump in a fly ball and line

k.

Play "choke” hitters carefully.

drive,

(1) Should you vary your position? (2) Why shouldn't a fielder maintain the same distance from the plate at all times? 1.

Insure the stopping of all ground balls. (1) Should the feet be held the same for fly and ground balls? (2) Why should you be careful?

STRATEGYi

How to succeed in becoming a better out­

fielder. a.

Work out signals for the catch of a fly ball with the infielders. (1) Should you listen for the "call?” (2) When is it your turn to call the play? (3) What are some of the designated yells? (4) Should the base be mentioned for a possible throw?

74 b.

Throw overhand to a base so the ball hits the ground and hops to baseman. (1) Why use the "bounce?” (2) Is the bounce throw easier for the baseman to handle ? (3) Which throw reaches the boy quicker?

c.

Throw to the infielders for the relay throw. (1) Should you always try to reach the base on your throw? (2) In the first part of the relay throw a long one? (3) Where does the infielder receive the throw? (4) Should the fielder in the best throwing position handle the play?

d.

Keep your "peg” one base ahead of the runner. (1) Is It always wise to cut off the run? (2) Should you keep the score in mind at all times ?

e.

Anticipate a play before it comes up.

f.

Try to catch the ball with two hands. (1) Should you catch the ball on a dead run? (2) When can you play a "spectacular” catch?

C.

PERFORMANCE; 1.

Suggested activities.

Field balls hit to outfield and throw the ball to the base ahead of the runner.

75 2.

Practice throwing from the outfield to all bases to prevent possible scores.

3.

Bunt the ball and have the fielders back up their respective bags for safety.

4.

Hit fungoes to all fields for practice on fly balls.

5.

Infielders move frequently in practice so outfielders can swing their position to correspond to infielders' tactics.

6.

Hit different types of fly balls to right and left of fielder.

7.

Fungoes hit long or short for practice desired.

8.

Practice catching fly balls close to infield with runners on base and run immediately to infield.

9.

Hit fly balls between infielders and outfielders so outfielders can charge in and yell for the ball.

10.

Hit bouncing balls to outfield so fielders may

get

into throwing position as they field the ball. 11.

Count "one" before you start for a fly ball or

line

drive. 12. D.

Practice keeping your eyes on all fly balls.

EVALUATION: 1.

Some questions to test outfield proficiency.

TRUE-FALSEs

Place an X in the correct space for true

or false. a.

T F ( ) ( ) Outfielders should help one another by

jelling advice, such as ,!lot of room," "I've got it," "second" or "third." b.

(

) ( )It doesn't pay to remember to throw to the base ahead of the runner for one of your teammates will tell you.

c.

(

) ( )Outfielders are safer if they wait for all ground balls,

d*

{

) ( )Outfielders must back up all throws from one infielder to another, if possible.

e.

(

) ( ) It pays to hold the ball after making a catch.

f.

(

) ( )An outfielder never ruins toward the infielder, regardless of where the catch is made.

g.

(

) ( ) Outfielders should swing their positions to correspond to the infielders’ tactics.

BEST ANSWERt

Place the number of the best answer in

the parentheses. a.

( ) The main position in outfield play is (1) Left field.

(2) Center field.

(3) Right field.

(4) The deep infielder. b.

( ) An outfielder should only attempt a shoestring catch in (1) The last inning of the game with the winning run on third. the first three innings.

(2) Any part of (3) When his team

77 is ahead. c.

(4) When his team is behind.

( )The throw to a base should be (1) On a hop. (2) Direct to the baseman on the fly. (3) Rolled accurately to the baseman.

(4) A

curved, looping throw which the baseman catches shoulder high. d.

( )An outfielder should play a straight away hitter (1) Close to the foul line. right field.

(2) Toward

(3) Deep and toward left field.

(4) Equally dividing the distance of the outfield among the three fielders.

78 CHAPTER 12. SLIDE, KELLY, SLIDE HOW TO RUN BASES A.

MOTIVATION;

Rewards to be gained by running the bases

in a sensible manner. 1.

MAXIMUM GAME ENJOYMENT:

More spectators will enjoy

the game by clever and speedy sliding and stealing bases on the runner’s part. 2.

INCREASED DEXTERITY:

A good base runner is of

immense value to his team as his skill unnerves opposing pitcher. 3.

SUPERIOR ADEPTNESS:

The ability to stealand run

bases involves a high degree of proficiency and is of value to your team. B.

PRESENTATION:

Some techniques in stealing and running

bases. 1.

POSITION: How to get ready to steal. a.

Get a safe lead off the bag. (1) Should you watch the pitcher or catcher? (2) What is the usual distance off the base?

b.

Distribute the weight of the body evenly on both f © © t.

^

(1) Should you have control of the body? (2) Where do you face in starting? c.

Study the opposing pitcher.

(1) Does the pitcher ever "tip” his throw? (2) Are left handed pitchers tougher to steal on? (3) Should you watch the pitcher's knees? (4) Where should the pitcher's glove and ball be? SLIDESt a.

How to reach the bag safely.

Learn the various slides. (1) What are the three types of slides? (2) Should the plain steal be used most often? (3) What is the delayed steal? (4) When is the

b. Make use of the

double steal employed? "bent’*leg technique.

(1} Should the left leg be bent? (2) Why is this

a safe slide?

(3) Gan you break your leg easily in sliding? c.

Slide always at top speed. (1) Should you stop once you start? (2) Should you w o r r y about injuries?

d.

Watch the baseman to see where to slide. (1) Does it matter where the baseman receives the throw? (2) Where should you go on throws to the left?

e.

Work on timing. (1) Should the start of the steal be too soon? (2) What happens on an overslide?

STRATEGYs

How to get the jump on your opponents.

a.

Look for an opportunity to steal home. (1) Why is this called the "fools” steal? (2) Do the number of outs change the situation?

b.

Try to reach third with one out. (1) Should you try for third with none

out?

(2) What happens with a ball hit to third base with man on first? c.

Prevent getting caught off base. (1) Can the base coach help? (2) Whom do you watch?

d.

Run fast on a "hit-and-run" sign. (1) When do you look for the hit-and-run? (2) Should you look to see where the ball is hit?

e.

Break quickly on a "bunt" sign.

f.

Work with base coaches. (1) Should you follow coaches’ instructions? (2) Do coaches benefit the runners?

g.

Learn the coaches’ arm signals. (1) What is the sign for a runner to stop? (2) Should you round the bag when the coach waves you on?

h.

Play the infield fly rule correctly. (1) What is the infield fly? (2) Do you try to advance?

SUGGESTIONSr

How to continue to improve as a base

81 runner, a.

Run straight down the foul line toward first base, (1) When do you start the turn? (2) Are you allowed to turn and be safe?

b.

Hit the base bag with left foot, (1)

May you hit the bag with your right foot?

(2)

What foot gives you the push?

c.

Use

the cross-over step for an effective start.

d.

Take off for a slide to

the inside of the diamond,

(1) Should the body be swung to the left? (2) Would you use the head-long slide? C.

PERFORMANCE;

Suggested activities to perfect your ability

as a base runner. 1.

Practice rounding first for an advance to second base.

2.

Become "trapped” and try to return to a bag safely.

3.

Practice getting the start from home plate after a hit.

4.

Start your run to first and have outfielders fumble or hesitate the throw and keep going on to second.

5.

Run into third base with eyes on you slide or continue on to home

6.

coach to seewhether plate,

Run the bases and get in the habit of touching

every

bag. 7.

Run out every hit and don't loaf on the base line.

8.

Practice starts constantly.

82 9. 10.

Run wind-sprints regularly to obtain initial speed. Practice sliding back to first on an attempted pickoff.

D.

EVALUATION:

Some questions to determine your, under-

standing of sliding and stealing. 1.

TRUE-FALSE:

Place X in the correct space for true

or false. T a.

F

( ) ( ) The actions of the baseman receiving the ball will tell you where to slide.

b.

( ) ( ) Usually, left-handed hitters take the signs from the third base coach.

c.

( ) ( ) Base stealing does not necessarily call for a big lead off the base,

d.

( ) ( ) Only constant practice will make a player perfect in sliding.

e.

( ) ( } Base running is a simple part of baseball,

f.

( ) ( ) The batsman never slides into first base.

g.

( ) ( ) The first rule of base running is to touch every bag.

h.

( ) ( ) Make the turn into the infield after singling to the outfield,

i*

( ) ( ) Do not pull up fast after reaching first base on a hit.

83 j.

(,) ( ) The double steal is most often attempted with runners on first and third base,

k.

( ) ( ) The runner stays on the bag until he is satisfied that the pitcher has the ball,

2.

BEST ANSWERI

Place the number of the best answer in

the parentheses. a.

( ) The main qualification of a good base stealer is to (1) Slide properly.

(2) Run fast?

(3) Make a quick get-away.

(4) Listen to the

coach. b.

( ) The runner about to slide (1) Watches the catcher's throw.

(2) Keeps his eyes on the

man guarding the base.

(3) Listens for the

coaches’ instructions.

(4} Stops and looks

for the thrown ball. c.

d.

( ) The steal most often attempted is (1) Plain steal to second base.

(2) The delayed steal.

(3) The double steal.

(4) The steal home.

( ) Run on fly balls (1) With none out. one out.

e.

(4) At all times.

( ) The infield fly rule takes place with (1) Two outs.

(2) Man on third.

two outs. f.

(3) With two outs.

(2) With

(3) Bases full with

(4) One out with bases loaded.

( ) A batsman becomes a base runner (1).After he reaches first.

(2) Only when he steals a

base,

(3) The instant he hits the ball,

(4) As soon as he steps into the batten's box. g.

( ) The purpose of the slide is (1) To frighten the opponent.

(2) To injure the baseman.

(3) Prevent the runner from over-running, (4) To win the cheers of the crowd.

CHAPTER 13.

A.

MOTIVATION;

THE MAN WITH THE STICK HOW TO BAT

Some benefits to be gained by becoming a

consistent and safe batter. 1.

IMPROVED BALANCE:

A proper stance and position will

enable the batter to hit safely and more often. 2.

KEENER OBSERVATION:

.

Watching the opposing pitcher

will facilitate batting against him. 3*

TRUE TIMING:

The value of speed and timing

in hitting

the ball will be proven as essential. 4.

GREATER SELF-ASSURANCE: The ability to hit

consis­

tently will increase your value to the team. B.

PRESENTATION:

Some techniques in hitting the ball

properly. 1.

SELECTION: a.

b.

2.

Choose a boy who hits the ball. (1)

Does natural ability play a part?

(2)

Should you eliminate faulty techniques?

Must have good eyes. (1)

Should the head be held still?

(2)

Should the eyes see the ball hit the bat?

POSITION: a.

How to size up a prospective batter.

How to become a better hitter,

Select a bat suited for you. (1)

Does weight matter?

t

(2) Should tall boys use long bats? (3) What are the three popular size bats? (4) What are some of the better made bats? Approach the batting box properly, (1) Should you be tense or nervous? (2) Would you appear casual? (3) Should you remain in your box too long? Stand like a hitter while batting. (1) What is meant by a good stance? (2) Where are the feet held? (3) Should you pull away or step away from the plate? Watch the ball leave the pitcher’s hand. (1) Does the side-arm pitch differ from others? (2) What about the three-quarter arm delivery? Obtain good plate coverage. (1) Should you be able to cover the entire plate with your bat? (2) What is the strike area? (3) Where is the batter's box in relation to the plate? Swing that bat. (1) Should the swing be level? (2) What about a follow through? (3) Can you always maintain a level swing?

87 (4) Would you use unnecessary motions? g.

"Hit with your feet." (1) Is your stance natural? (2) Where is the right foot held? (3) What is the. angle of the left foot?

h.

Put yourself in a position to hit the ball.

I.

Step and move bat simultaneously. (1) What Is meant by "freezing?" (2) Is timing important? (3) Do you hit with the stride?

j*

"Time" the pitch. (1) Can you develop timing? (2) Is timing considered nerve control? (3) Where is the key to timing?

k.

Use your hands in hitting. (1) What is a hitch? (2) Can the bat be held loosely before swinging? (3) Would you turn your wrists?

1.

Swing from the shoulders.

m.

Use hip-action. (1) Do you swing from the hips? (2) What angle or degree do you turn?

n.

Hit the curve. (1) Should you step away? (2) Can you practice hitting the curve?

o.

Bunt the ball correctly* (1) What is a ’’drag" bunt? (2) Where are the hands held? (3) What is the batter’s position? (4) Do you shift the feet? (5) What is a sacrifice bunt?

STRATEGY! a.

How to build up your batting average*

Hit behind the runner. (1) Can the base runner help? (2) Where is the ball hit?

b.

Bunt and run. (1) What is the squeeze play? (2) Should you always bunt toward first?

c.

Set up a squeeze play. (1) When does it fail? (2) Can the number of outs determine the play

d.

Work the pitcher. (1) Should you try for a walk? (2) Can you out-guess the thrower?

e.

Learn the hitting zone,

f.

Don't take third strikes. (1) Should you go for doubtful ones? (2) What about low, close ones?

g.

Wait for a walk with only three balls called.

89 C.

PERFORMANCES

Suggested activities to perfect batting

ability* 1*

Hit in batting practice.

2.

Hit drag bunts and run to beat the throw,

3.

Work with a batting tee

to overcome batting weaknesses.

4.

Practice plate coverage

and control with the batting

tee. 5. D.

Swing your bat to obtain proper swing and stride.

EVALUATION:

Sample of questions which may be used to see

what progress is made in batting. 1.

TRUE-FALSEs

Place X in

the correct space for true

or false. T a.

F.

() ( } A batter has the right to walk out of

the

batter's box at any time. b.

() ( ) Get plate coverage the second you approach the plate.

c.

() ( ) The baseball stance in batting is "natural."

d.

() ( ) Hitting is avery easy phase of

e.

() ( ) You hit with the "stride."

f.

( ) ( ) "Timing" is

g.

( ) ( ) The best way

baseball.

dependent upon your hands. of hitting isto hit the

ball on a line from the shoulder.

h.

(

)(

)A hard swing is necessary to send the ball a good distance.

i.

( ) ( ) Curve balls are the easiest pitches

to

hit. j.

(

)(

)Bunting is an extremely

important part

of the game. k.

(

)(

)The finish of the swing

should find the

bat away from the body. 1.

(

)(

)It is wise to "assume a

comfortable

stance." m.

( ) ( ) Most batting power comes from the wrists and forearms.

BEST ANSWER:

Place the number of the best answer in

the parenthe se s . a.

( ) The stride should not be over (1) (2) Eight.

b.

c.

(3) Ten.

Six.

(4) Twelve inches long.

( ) The pitcher most difficult to hit

uses

(1)

Side-arm. (2)

Three-quarter style.

(3)

Overhand. (4)

Underhand pitch.

(1) Body.

Hips.

( ) The

forearms.

(2)

(3) Wrists and

(4) Peet supply the whip necessary

to propel a ball a long distance.

PART III. RAPPORT HOW TO ESTABLISH CONFIDENCE Along with the mechanics of team play it is extremely vital to create and hold the respect of the members of the team. This is undoubtedly one of the most difficult problems facing a coach, especially a beginner. Although leaders are supposedly "born and not made," certain techniques are presented which help develop '*conf idence-getting. ” It is fool-hardy to minimize the decided advantages of a respected coach. The team members will strive to succeed and will do their utmost to win not only the games but also recognition from the coach.

92 CHAPTER 14. MORALE AND DISCIPLINE HOW TO BUILD AND HOLD A WINNING TEAM A.

MOTIVATIONS 1.

Some rewards to be gained by morale.

FEELING OF BELONGING!

The recognition factor can win

ball, games. 2.

GOOD WILLt

Other members of the school will praise

the team. 3.

PROFESSIONAL PRIDE:

The greater the feeling of

accomplishment the better it is for the school spirit. 4.

ENTHUSIASM!

Discipline as a problem is wiped out if

there is eagerness and interest on the part of the participants• B.

PRESENTATION!

Some techniques to help you obtain morale

and discipline. 1.

DUTIES OF THE COACH:

How to build confidence and

gain respect. a.

Assume responsibility for offensive play. (1) Should the coach "second-guess*1* the players? (2) Should a coach shirk his responsibility?

b.

Handle your men in a just manner. (1) Has sarcasm a place in good coaching? (2) Are gentle words more helpful? (3) Should coaches worry about players' sensi­ tivities?

c.

Study y o u r ,personnel carefully* (1) Why learn the peculiarities of the players? (2) Should the coach learn a player's likes and dislikes?

d*

Be consistent and fair. (1) Is there any worse factor in losing con­ fidence than inconsistency? (2) Should a coach ever be harsh and severe?

e.

Avoid favoritism or partiality. (1) Is there any place for ’’pets?” (2) Should better players get privileges? (3) What factors should determine selection?

f.

Discuss openly any mistakes by the coach. (1) Should you always be right? (2) Do players like the coach to make mistakes occasionally?

g.

Give praise when praise is due. (1) Should you only offer destructive criticism? (2) Why build up certain players?

h.

Remember players differ in criticism.

i.

Have confidence in yourself. (1) Should you always be worried about doing the right thing? (2) Should you ever delegate responsibility?

SCHEDULING:

How to arrange games to further interest,

Plan the schedule wisely. (1) Should all games be played at home? (2) When should the games be played? Keep in mind the scholastic ability of the players. (1) Should low academic players be excused from classes to travel? (2) When is it inadvisable to travel? (3) Are there obligations toward other faculty members? (4) Should the game take precedence over class work? Balance your schedule. (1) Should all games be tough ones? (2) When is it best to play weaker teams? (3) Does the experience of your ball players determine the practice schedule? Allow for rained out games. Limit the number of games a week. (1) Should two games be enough? (2) Are Friday games better than Monday games? Arrange difficult games toward the end. (1) Should additional experience help the new players? (2) Why are players often discouraged? Remember the transportation problem in traveling.

(1) When are buses requested? (2) Should you verify schedule dates once they are arranged? (3) Can you use postal cards for verification? UNIFORMSi

How to build self-respect and morale

through proper dress and use of uniforms* a.

Protect yourself by dressing correctly. (1) Can sliding burns be avoided? (2) Should stress be avoided in proper dress for a game or practice?

b.

Make use of your hip pads. (1) Where should they rest? (2) What good are they? (3) Should they protect the body from the waist down?

c.

Avoid garters which are too tight. (1) Should the garters be below or above the knees? (2) Why prevent cutting off the blood circulation even to a slight degree?

d*

Consider the value of good dress. (1) Are uniforms for protection or ornamental purposes ? (2) Why should players be neat in appearance?

e.

Get hats that fit.

f. G.

Obtain the best and you get the best.

PERFORMANCES

Suggested activities for helping carry out

the building of morale. 1.

TEACHINGS

Arrange for a student to model In dressing

properly and correctly.

Illustrate each phase of the

uniform and show how it should be worn. 2.

CRITICISM:

Have a player dress in a slip-shod manner

and then point out the mistakes. 3.

PLANNING:

Arrange a "mock" schedule of games and

justify why you selected the different teams on certain days. P.

EVALUATION:

Some techniques in realizing the outcomes

of team morale and discipline. 1.

TRUE-FALSE:

Place X in the correct space for true

or false. T a.

F

( )( ) The scholastic

records of students should

not be a factor in arranging a schedule. b.

( )( ) The uniform is designed primarily as an ornament for a player.

c.

( )( ) Players should realize the importance of dressing properly and correctly.

d.

( )( ) The coach should make sure the players know the rules.

e.

( ) ( ) A good coach always can find fault with any player.

f.

(

) ( ) A coach c a n ’t instill confidence in his players if he doesn't believe in himself.

g.

(

) ( ) Harsh criticism has a place in coaching.

h.

(

) ( ) Never place responsibility upon a player.

i.

(

) ( ) Gentle words never help a player as he takes advantage of praise.

BEST ANSWERS

Place the number of the best answer in

the parenthe se s , a.

( ) In high school games a coach should (1) Argue with the umpire.

(2) Remain on the bench.

(3) Shout at the opponents.

(4) "Needle” the

umpire. b.

( ) Team spirit is often a result of (1) Coaches' pep talks.

(2) Individual enthusiasm.

(3) A sharp tongue and fear of losing.

(4) An

indifferent attitude. c.

( ) The number of games a week most satisfactory for high school teams is (1) Three. (3) Two.

(4) One.

(5) Five.

(2) Four.

98 CHAPTER 15. RELATIONSHIP OP "PRO" BALL TO HIGH SCHOOL HOW TO MAKE A LIVING PROM BASEBALL A.

MOTIVATION:

Some benefits to be gained from following

a

baseball career. 1.

MORE

GRACIOUS LIVING:

The above average income of

a

good player creates a higher standard of living. 2.

AMPLE LEISURE TIME:

The short hours in ball season

give additional time for pleasant activities. 3.

FINANCIAL INDEPENDENCE:

The salaries of present day

players remove the worry of security for old age. B.

PRESENTATION:

Some techniques in getting the best

contract possible. 1.

ESSENTIALS:

How to obtain the professional scout’s

attention. a.

Learn the fundamentals. (1) Should you stress batting? (2) What are some of the things "pro” teams look for?

b.

Hustle all the time. (1) Do lackadaisical players get the breaks? (2) Why are the scouts interested in enthusiasm?

c.

Be a team player. (1)

Should you place your batting average over a team victory?

(2) Why is it so important to get along with the team members? d.

Take criticism willingly. (1) Should you ever refuse to listen? (2) When should you nsnapH back?

e.

Be open and above board in preliminary talks with scouts. (1) Should you try to play both ends against the middle? (2) Can you be a ’’chisler?” (3) Should you shop around while playing in high school?

DECISION: a.

How to make the best choice.

Study the farm system of the clubs. (1) Should you know if better players are ahead of you? (2) Does the number of the farm teams matter?

b.

Find out what are the "money" clubs. (1) Are some teams notoriously "poor-payers?” (2) Should you think about the future or immediate bonus ?

c.

See about a bonus. (1) What are bonus players? (2) Should you try to be a bonus player?

d.

Go to college if possible.

(1) Are college players better paid' when they sign? (2) Should you finish your schooling? e.

Seek the advice of informed people* (1) Should you believe everything they promise? (2) Are there non-partisan helpers?

THE DRAFTS a.

How to get to the top*

Try to avoid the draft if possible. (1) What is the draft? (2) Can you reach the majors without the draft?

b.

Sign with a major league club. (1) Must they keep you? (2) Where can they send you? (3) What is the draft price?

c.

Remain in one lower league only one year. (1) Who can claim you? (2) Do you have to advance to higher league?

d.

Stay with one major league organization four years. (1) Can you remain longer? (2) Why may you never be called up? (3) What does "option-out” mean to a young player?

e.

Vary your stay with AAA teams. (1) Does it matter if an AAA team is owned by a major league team? (2) Is seven years the maximum time for a player to be held?

101 C.

PERFORMANCES

Some methods to improve your understanding

of making a living from baseball. 1.

WRITING*

Compile and post on bulletin board a list

of the major league farm systems to see who has the best organization. 2.

TEACHING:

Direct a '’mock" meeting with players to

advise them on what to look for when signing.

Tell

them what to ask for and things to find out. 3.

ADMINISTRATION:

Work out a "tentative” plan to

revise the draft system to give the players a better deal.

Make some new provision for the bonus player

and justify your stand through use of charts. D.

EVALUATION:

Some questions to determine your knowledge

of professional baseball and high school ball. 1.

TRUE-FALSE:

Place an X in the proper space for true

or false. T a.

F

( )

( ) The draft prices decrease as

the league

classification is lowered. b.

( )

( ) The major leagues can draft players from any minor league.

c.

( )

( ) The draft is a fair and just

system for

clubs and players. d.

( )

( ) The bonus rule is in need of some revision.

U N IV E R S IT Y O F S O U T H E R N C A L I F O R N I A L IB R A R Y

102 ( ) Ball players are notoriously poorly paid performers. ( ) High school players can jump to the big league upon graduation. ( ) A professional team talk to high school students about playing ball. ( ) College players are forbidden to talk to scouts while attending school. ( ) It pays to go into "pro” ball early in life and forget about your education. (

)A player should quit the game if he doesn't advance

a league every year.

(

)The draft price is $10,000.

(

)A ball player receives a sale price.

shareof his

103 CHAPTER 16. SIGNS AND SIGNALS HOW TO GAIN AN ADVANTAGE A.

MOTIVATIONS

Some benefits to be gained by working as a

unit through pre-arranged signs. 1.

REDUCTION OF MISTAKES:

Well arranged signals prevent

unnecessary errors. 2.

RELIEF FROM NEEDLESS RESPONSIBILITIES:

A centralized

place of "sign-giving" insures more concentration on the game by the player. 3.

A FEELING OF COOPERATION:

The working from a definite

set of signs furthers a feeling of "oneness." B.

PRESENTATION:

Some techniques in "setting-up" signs and

signals. 1.

THE OFFENSIVE SIGNS:

How to work up a series of

signals. a.

Make sure of definite moves. (1) Should the coach use his cap? (2) When do the arm movements count? (3) Are signs always flashed? (4) Should signs be verbal?

b.

Have clear and easily understood signs* •>

(1) Should signs be difficult so the other team c a n ’t understand them? (2) Should signals be changed frequently?

c.

Concentrate on just a few signs. (1) Why use the same movements in decoys? (2) Where is the line divided from the false to real signs?

THE SIGNS:

How to utilize hands, legs, cap, and

uniform in building a series of signals* a.

Make use of your legs. (1) Should cross-leg over knee ever be employed? (2) What are some leg and knee movements?

b.

Have a movement tied in with your hat. (1) Does the hand that touches the cap matter? (2) Can you decoy with the hat? (3) Why be obvious in hat signals?

c.

Work on natural body movements. (1) Should your place on the bench change? (2) Should "body-English*1 be used? (3) Can body movements mislead your men?

d.

Rub the uniform constantly. (1) Can signs be worked with the uniform? (2) What are some of them?

THE HITTING SIGNALS:

How to give the batter the

benefit of your experience, a.

Be sure the batter sees them. (1) Should the hitter look at the coach after every pitch?

105 (2) Can the batter ever decide by himself? b.

Give signals for the ’’squeeze-play. ” (1) Should the base runner see this sign? (2) May the batter ignore this signal? (3) What is the squeeze-play?

c.

Utilize the hit-and-run play. (1) When is this used? (2) What does it mean? (3) Should the batter always make an attempt to hit the ball?

4.

THE CATCHING-SIGNS:

How to use the different fingers

for different pitches. a.

Gall for the fast one. (1) Should one finger be used? (2) Does it matter what finger?

b.

Use the thumb for a waste ball. (1) Why is the thumb used? (2) Should the closed fist be substituted?

c.

Employ two fingers for the curve or dip. (1) Should the pitcher deceive the catcher? (2) When does the pitcher shake off the curve?

d.

Have a more complicated sign with runners on base. (1) Can catcher(s signals be stolen? (2) What sign for a pick-off?

C.

PERFORMANCE:

Suggested activities to develop "sign-Riving.

1*

Plan and write a series of signals for

WRITING:

steals, hit and run, and bunt signs. 2.

CRITICISM:

Examine, and revise a set ofsignals used

by the catcher in simulated game conditions.

Post

suggestions to "get ahead of the batter." 3.

TEACHING:

Hold short meetings to go over all the

arm, leg, and hat movements.

Improvise the right

and wrong manner of giving the signs. D»

EVALUATION:

Some questions to check your

"ability to

flash the signals." 1.

TRUE-FALSE:

Place an X in the correct space for true

or false. T a.

F

( ) ( ) Left handed hitters take the signs from the third base coach.

b.

( ) ( )The coaches always give the hitters the "take" or the "hit” sign.

c.

( ) ( )Coaches always steal the signs from the catcher.

d.

( ) ( )It is advisable to give the signal for a squeeze play in the same manner as the hit-and-run play.

e.

( ) ( )The bunt play for a sacrifice does not need any signal.

107 f.

( ) (

)The

coach should give his arm signals.

g.

( ) (

)The base runner is always looking for the bunt play,

h*

( ) (

)Too many signals are confusing to young players•

2.

BEST ANSWERr

Place the number of the best answer in

the parentheses. a.

( ) The waste pitch is signaled by (1) One finger. (2) Thumb.

b.

(3) Two fingers.

(4) Closed fist.

( ) The responsibility of giving the signs is the (1) Player.

(2) Coach.

(3) Base coach,

(4) Manager. c.

( ) On the "take” sign the batter (2) Lets the ball go by. catcher.

(1) Swings.

(3) Bothers the

(4) Attempts a bunt.

PART IV. SIDE LIGHTS HOW TO ENJOY THE GAME For a fuller appreciation and enjoyment of baseball It is wise to have some understanding of the statistics of the game. This section does not deal with ’'dried-up" figures but discusses the basic requirements of the game itself. It furthers interest through the process of keeping abreast with each game played. It is one of the most interesting features of the clinic for it is here that the coach finds answers to questions which primarily concerns himself.

109 CHAPTER 17. INTERPRETATION OF RULES HOW TO UNDERSTAND THE RULES A.

MOTIVATION;

Some rewards to be gained from a thorough

knowledge of the rules. 1.

MASTERY OF MECHANICS:

An understanding of the rules

enables you to become an authority. 2.

WIN THE CLOSE ONES:

The doubtful plays which go your

way help put the team in the win column. 3.

BUILDS RESPECT FROM PLAYERS:

The members of the team

will recognize you as a man who knows. B.

PRESENTATION:

Some techniques in developing a knowledge

of the rules. 1.

THE FIELD LINES:

How to interpret the lines on the

diamond. a.

Lay off the lines of the field. (1) What is the distance between bases? (2) Should the field be lined the same for boys as for professional players? (3) Are the bases distances of different measure­ ments? (4) Can you facilitate laying out an infield?

b.

Make sure of your foul lines. (1) Should the foul lines be in fair territory? (2) What color chalk, paint, or powder is used?

(3) Where are the poles extending above the top of the fence plaeed? (4) Can the markings of the field straddle the foul lines? c.

Construct the players1 lines.

d.

Mark off the coachers1 boxes or lines. (1) Should the lines be more than fifteen feet? (2) Must the coach remain in the box and within the lines?

e.

Be accurate with the.batsman's lines. (1) What are the dimensions of the batter's box? (2) Do you place the lines on both sides of the plate?

f.

Build the pitcher's plate. (1) Is there any height limit to the pitcher's mound? (2) What is the slope from the pitcher's plate to every base line? (3) What are the dimensions of the pitcher's plate?

THE BASES: a.

How to set up the bases.

Must be a white canvas bag. (1) Should the bag be of any size? (2) What is the usual thickness? (3) Is it as cheap to make bases as to buy them?

(4) What material is inside of the bags? b.

Make the home base and pitcher’s plate of whitened rubber. (1) Should they be fixed in the ground? (2) Why is the pitcher’s plate called the rubber?

THE PITCHING RULESt

How to understand the rules

regarding the delivery of the ball a.

to the bat.

Stand with pivot foot on or in front of the pitcher’s plate. (1) Where is the other foot? (2) Can he step to either side of the pitcher’s plate? (3) Should he raise either foot before delivering the ball? (4) What is the rule for the pitcher's position with men on base?

b.

Deliver ball fairly. (1) What is a fairly delivered

ball?

(2) What is the strike area? (3) Should the pitcher face the batter? c.

Pitch a "clean" ball. (1) Can the pitcher apply a foreign substance to ball? (2) What is a spit ball? (3) Should you ’’deface" the ball?

112 d.

Learn the balk rule. (1) What happens on a balk? (2) Should the pitcher delay a pitch for one second? (3) Can the pitcher call time?

e.

Study the dead ball situation. (1) What is a dead ball? (2) Can

4.

you hit the batter?

THE BATTING- RULES:

How to abide by

the rules regard­

ing batting. a.

Hit in the order listed. (1) Should you ever bat out of turn? (2) What is the batter's position?

b.

Deliver batting order to umpire before game time. (1) Do you keep a score card? (2) Must the order be followed throughout the game?

c.

Become the first batsman in an inning. (1) Who usually leads off? (2) When does a ball become a fairball?

5.

THE "OUT": a.

How to tell an "out."

Fail to take correct position at the (1) Can

you replace the man at bat?

(2) Who

is declared out?

(3) Should you count runs scored?

plate.

113 (4) May the umpire mention the mistake? b.

Have a third strike called.

c.

Change batting box position while pitcher is ready to throw* (1) Does the batter ever have right to change? (2) Can he be thrown out of the game?

d.

Bat the ball illegally.

e.

Hinder the catcher from fielding or throwing the ball. (1) Should you ever interfere? (2) Where can you step?

f. 6.

Catch foul balls or fair flies.

THE LEGAL BASE RUNNER: a.

How to become a runner.

Touch each base in legal order. (1) Can you miss second in going to third? (2) May you run bases in reverse orders?

b.

Makes a fair hit. (1) When is a batter a runner? (2) What is a fair hit?

c.

Hit by pitched ball. (1) Must he be hurt? (2) Should the batter attempt to get out of the way?

d.

Receives four balls.

e.

Advance base on balks.

114 7.

GROUND AND FIELD RULES: a.

How to enforce game conditions.

Explain ground rules before game. (1) What are field rules? (2) Do crowds on the field change conditions?

b.

Furnish sufficient protection to preserve order. (1) Can you clear the field? (2) Is there a time limit to continue play?

c.

Batted balls in crowd. (1) Should the extra base be automatic? (2) Is there a rule for overthrows?

C.

PERFORMANCE: 1.

Suggested activities to learn the rules.

CRITICISM:

Umpire a game and go over the decisions

to see if they are correct. 2.

TEACHING:

Conduct abaseball school for umpires and

handle thesituations by calling

the balls, strikes,

plays, and rules. D.

EVALUATION:

Some questions to discover the interpretation

of rules. 1

. COMPLETION:

Fill in the correct answers on the blank

lines. a.

What are the dimensions of the pitcher’s box? X _______

b.

What Is the maximum height of pitcher’s box in relation to home plate?

__________

115 c.

A fair hit ball hits just inside third base and rolls out of playing field, _____________________

d.

A line drive to third baseman is outside of base line when he touches it; he is in fair territory.

e.

Substitute No. 1 bats for (A), second baseman. After the inning is over, player (A) returns to __________________________

his fielding position. f.

The coach at third base does not move from his spot and third baseman runs into him in attempting to catch a foul fly.

g.

He drops the ball.

______

Two teams have completed five innings with the home team leading by one run.

The visiting team

scores three runs in this top half of the inning. A downpour causes the umpire to call the game before completing that inning. h.

_________________

The club last at bat has made more runs before the completion of its fourth inning than the club first at bat has made in five completed innings. Ruling?

i.

__________________________________________

In pitching, the pitcher’s foot Is not in contact with the rubber.

Ruling?

(a) No one on base _____ j.

______________________ (b) Man on base ____ _

The pitcher has his pivot foot on the rubber with

116 his rear footsteps to one side, then forward In making his delivery* k*

Ruling?

__________________

In judging whether ball passes over home plate . not lower than the batter's knees nor. higher than his shoulders, his normal standing position is used as the guide.

1.

True or false?

_____________

How long is a pitcher allowed to delay in making a pitch after being warned by the umpire for delaying the game?

m.

______________________________

The pitcher takes his stance with a runner on first base.

He fakes a throw to first base, then

delivers ball to batter. n.

Ruling?

______________

Left-handed pitcher takes stance, looks toward home but throws to first in order to pick runner off.

o.

He stepped toward the base.

_____

The pitcher delivers the ball to the batsman while facing third base.

p.

Ruling?

Ruling?

____________________

Runners on first and second, pitcher starts his delivery, the batter steps out of batter's box, the pitcher stops his motion.

q.

No time was called

by the umpire.

Ruling?

________________________

Runner on first

base.On a hit-and-run play,

a

base hit to right field is handled by a spectator on the field of

play. It was apparent that the

runner on first

would score. Ruling?

__________

Prior to the game, the home manager, after sub­ mitting his line-up, substitutes pitchers. any batter has been put out. Winning run oh third, one out. fly to left field foul line.

Ruling?

Before

. _________

Batter hits high Left fielder is on

fair territory, but ball is just outside foul line when he drops catch.

Run scores.

Ruling?

118 CHAPTER 18. STATISTICS HOW TO KEEP SCORE A.

MOTIVATION:

Some rewards to be gained from, keeping up

with the game. 1.

AWARE OF POSSIBLE PLAYS:

A running account of the

game keeps you posted on plays which follow a set pattern. 2.

PREVENTS UNNECESSARY MISTAKES:

Careful scoring

insures a knowledge of what has happened and who has done well previously. 3.

GREATER GAME ENJOYMENT:

An up-to-the minute re­

capitulation tells you who is batting and how the game is progressing. B.

PRESENTATION:

Some techniques to be used in keeping a

game score. 1.

THE SCORE CARD: a.

How to obtain standard score books.

Check the sporting goods stores. (1) Are they all alike? (2) What should you look for?

b.

Buy the most popular kind. (1) Why are these usually the best? (2) Should you try for a large book?

c.

Work up your own book. (1)

Is It cheaper this way?

(2) Should you try to save on statistical material? SCORING SYMBOLS:

How to distinguish between the

positions• a.

Represent each player's position by a number* (1) Should the pitcher be listed as number one? ( 2 ) .What are the other standard numbers?

b.

Learn to record the various plays by symbols* (1) What are the signs for a strike out and walk? (2) Should you credit every man with an assist who handles the ball.

c*

Show the way you enter hits and runs on the bottom of the page. (1) Should the hits be above runs? (2) Why enter them at bottom of page?

d.

Use the small squares of each box to correspond with the bases. (1) Which is designated as first base? (2) Why is the lower left-hand corner home plate?

e.

Make a run scored easy to see. (1) What are some methods used? (2) Can you use a solid blacked area?

f.

End the inning with a diagonal line under the last out.

PROPER DECISIONS:

How to be fair at all times in

keeping score, a.

Be very accurate, (1) Should you be partial? (2) What is meant by ’’being a homer?”

b.

c.

Judge all hits on merit, (1) Should you

be swayed by the batter?

(2) Should you

deal with personalities?

Analyze all plays, (1) Should you ever be in doubt? (2) Do you penalize a fielder?

d.

Make decisions promptly, (1) Should you (2) Why be

e.

ever change a decision?

quick in your calls?

Get it right, (1) Can the scorer pad the averages? (2) Should you think of your friends?

GENERAL INSTRUCTIONSs

How to check and double check

the score, a.

Verify the runs scored, (1) Should you enter the scored runs each inning? (2) Why enter each item as it happens?

b.

Obtain total number of runs scored during each inning,

c.

Check the number of men left on bases, (1) Does this help in accuracy?

121 (2) Why worry about these men? (3) Can you prove the number of outs? d. C.

Prove the score at all times.

PERFORMANCE!

Suggested activities to help learn score

keeping. 1.

WRITING!

Be the score keeper of practice games and

enter all figures necessary for an understanding of the game. 2.

CRITICISM!

Draw up and list the various symbols for

the different game situations. D.

EVALUATION!

Some questions to discover your understanding

of score keeping. 1.

TRUE-FALSE!

Place X in the correct space for true

or false. T

F

a.

( ) ( )A scorer should constantly check his card.

b.

( ) ( ) The score check alone is enough to assure accuracy.

c*

( ) ( ) The score keeper should try to protect a pitcher who almost has a no-hit ballgame.

d..

( ) ( )It is best to make decisions promptly.

e.

( ) ( )Try to be fair but favor the home team as a courtesy.

f.

( ) ( ) Score keeper, not the umpire, decides

what runs are scored, g,

( ) ( ) It is not necessary to know the rules in score keeping.

BEST ANSWER:

Place the number of the best answer in

the parentheses. a.

( ) The symbol for the (1) Ten.

b.

(2) Six.

( ) A double play from

catcher is the number (3) Two.

(4) Five.

the shortstop to second

to first is recorded as (1) 5-4-6. (3) 4-6-3. c.

(2) F-5.

( ) Error by the right (1) M-9.

e.

(4) 6-4-3.

( ) A pop fly to the third base is entered as (1) P-5.

d.

(2) 1-3-2

(2) E9.

( ) A hit to the first

(3) P.0.5.

(4) 5.

fielder is entered as (3) 9.

(4) F-E-9.

baseman who throws to the

pitcher for the out is listed as (1) 1-3. (2) 3-2. f.

(3) 6-5.

( ) The principal duty what the score is. figures.

(4) 3-1. of the scorer is (1) Know (2) Try to enter all

(3) Release the score to the papers

(4) Keep averages for players.

123 CHAPTER 19. AUDIENCE PARTICIPATION HOW TO GET QUESTIONS ASKED AND ANSWERED A.

MOTIVATIONS

Some benefits to be gained from group

discussion. 1.

TRANSFER OF LEARNINGS

The ability to receive addi­

tional information is increased through a common interest and knowledge. 2.

CENTERS ATTENTION ON THE OVER-ALL PURPOSE:

The inter­

play of ideas openly discussed by the group co­ ordinates the point of the clinic. 3.

INSURES COVERAGE OF POINTS MISSED:

Any information

which was overlooked is brought to the attention of the coaches. B.

PRESENTATION:

Some techniques to bring forth worthwhile

questions to be answered. 1.

PROCEDURE: a.

How to get the coaches together.

Have a general meeting as the last phase of the clinic. (1) Why hold it at the end? (2) Should it be publicized?

b.

Make sure all instructors are present. (1) Will that insure a greater attendance? (2) Why have all instructors present?

c.

Try to bring in an outstanding baseball man as a featured guest.

(1) Should the guest be well-known? (2) Should it be a player or professional coach? d.

Use a ”pr. I.Q,." audience approach. (1) Why not use stock questions? (2) Can you ignore certain questions?

AUDIENCE INTEREST!

How to create an Interesting

question period. a.

Start the program with a short talk explaining value of questions. (1) Should the purpose be mentioned? (2) Why not give a lecture?

b.

Present a question which has proven to be of interest previously. (1) Does that encourage other questions? (2) Should you read off lists of previous questions ?

c.

Have a member of the audience briefed to ask a question. (1) Poes that get more questions? (2) Is it an honest approach?

d.

Use first-hand experiences for answers whenever possible. (1) Is one man ready with the answers? (2) Should the instructors take turns answering? (5) Are amusing Illustrations very practical?

125 e.

Create a board of experts.

f.

Have experts ask questions of the audience. (1) Will this help interest? (2) Should the questions be too difficult?

3.

POSSIBLE QUESTIONSs

How to direct questions toward

certain objectives. a.

Have a blackboard or signs with major topics of interest. (1) Where do you get these topics? (2) Why have any planned questioning?

b.

Present confusing plays. (1) Should the answers be given by the experts first? (2) Can you ask for volunteers?

c.

Utilize experiences of all coaches in answering questions.

C.

PERFORMANCE:

Suggested activities for audience partici­

pation. 1.

ADMINISTRATION:

2.

WRITING*

Set up a question and answer program.

Prepare and ask a series of questions that

you, as a coach, would feel are important. 3.

CRITICISM:

Revise lists of questions which are

available for use.

126 X),

EVALUATION; 1.

Some ways to determine audience participation.

TRUE-FALSE:

Place X in the proper place for true or

false. T a.

F

( ) ( ) It is wise to use inexperienced coaches as experts for the question period.

b.

( ) ( ) Coaches’ interests c a n ’t be stimulated by questions.

c.

( ) ( ) Place no emphasis on previous experience in answering new questions.

d.

( ) ( ) A straight question and answer technique is better than using artificial means.

e.

( ) ( ) It is interesting when experts ask questions of the audience.

f.

( ) ( ) Questions should have some bearing

on

possible high school play* 2.

RATING SCALE: YES

Place an X in the correct space.

NO

a.

( ) ( ) The experts have been briefed.

b.

( ) ( ) Chairs, tables, and facilities for the question period have been arranged.

c.

( ) ( ) A guest speaker has been invited.

d.

{ ) ( ) Some method of keeping questions coming has been worked out.

©*

( ) ( ) A group of topics for possible question hints has been developed.

BIBLIOGRAPHY

128 BIBLIOGRAPHY Barbour, Ralph Henry and La Mar Serras How to Play Better Baseball. D. Appleton Century Company, Boston, 1938. Brandt, Bills Do You Know Your Baseball? New York, 1947. Cochrane, Gordons 1939. Coombs, Jacks

A. S. Barnes,

Baseball, The Pan's Game.

Baseball.

Punk Company,

Frentice-Hall, New York, 1947.

DiMaggio, Joseph Pauls Baseball for Everyone. House, New York, 1948. Dunne, Berts Play Ball. New York, 1947. Feller, Robert W. A.s 1948.

Doubleday Company, Garden City,

How to Pitch.

A. S. Barnes, New York,

Garrett, Garth: Bat Boy of the Giants. Philadelphia, 1948. Graham, Pranks The Brooklyn Dodgers. York, 1945. Grayson, Harry: York, 1944.

Whittlesey

They Played the Game.

Westminster Press, C. Putnam's Sons, New A. S. Barnes, New

Scobey, Warners Pop Warner's Book for Boys. (How to Play Baseball), Junior Literary Guild and Robert McBride and Company, New York, 1934. Smith, Kens Baseball's Hall of Fame. York, 1947.

A. S. Barnes, New

Spaulding, Alberts American Classic. ing Company, New York, 1911.

American Sport Publish­

U N I V E R S I T Y O F S O U T H E R N C A L IF O R N IA L IB R A R Y