Grade 10 Sample Lesson: Multi-Ball Baseball

• One student with autism spectrum disorder (ASD).
  • Consideration: Incorporate strategies to support the student with ASD. 

• A non-binary student.
  • Consideration: Foster a supportive, affirming, and safer environment for the non-binary student.  

• One student who is blind.
  • Consideration: Incorporate strategies to support the student who is blind. 

• 1 receptacle per game (e.g., bucket, garbage can, hula hoop, recycling bin) 

• 2–3 implements for striking per game (e.g., bats, racquets, paddles)  

• 4 markers per game (e.g., bases, pylons, cones, rubber/vinyl spots); include tactile markers designed with auditory features for students who are blind 

• 6 objects to send per game (e.g., various sizes and textures of balls, discs, rubber chickens); include balls with auditory features (e.g., bells or rattles) designed for students who are blind 

• 50 Fitness Activity GIFs 

• Teacher Resource: Recordable Assessment Tool (Checklist) 

• Set up four tactile markers in the shape of a baseball diamond to represent three bases (i.e., 1^st, 2^nd, 3^rd) and home plate. Place a receptacle at each base and home plate (e.g., bucket, garbage can, hula hoop, recycling bin).  

• Select and place illustrations of various dynamic movements in each of the receptacles, 2–3 movements per receptacle. Refer to the 50 Fitness Activity GIFs for sample movements.  

• Share and describe the shape and location of each of the four markers (i.e., bases and home plate), modelling and describing the dynamic movements located in each receptacle.   

• Divide students into four equal groups. Assign each group to one of the bases.  

• Groups choose one of the dynamic movement options at their base, performing the movement for a designated amount of time. Group members do not all have to choose the same movement.   

• Use the predetermined signal to indicate when groups start and stop performing the movement and travel to the next base.  

• Have students remain in their groups. Assign each group an activity area, safely away from other groups.  

• Provide groups with 2–3 objects to send and one receptacle, considering the needs and abilities of group members. 

• Have groups place their receptacle in the middle of their activity area and the location for sending objects at a designated distance from their receptacle. Groups determine the distance and may change it at any point during play.  

• Have group members divide into pairs. One pair is at “bat” while all other group members are in the field. One group member stands beside the receptacle while the other group members are in the “field.”  

• The pair at bat selects and sends an object into their designated activity area. Pairs then travel to and from the receptacle while other group members work to “field” the ball and return it to the person at the receptacle. Once the ball is handed to the person at the receptacle, they put it in the receptacle and call out “stop.” 

• Each pair takes a turn at bat, keeping track of the number of times they travel to and from the receptacle before they hear “stop.”  

• After a period of play, use a small group discussion and the following teacher prompts to have students reflect on what they must consider when sending an object into a designated area and when fielding an object to return it to their receptacle.

Teacher Prompt: “What did you and your partner consider when sending the object into the field? What strategies worked well and what would you add?”

Student responses may include:

• “Sending the object away from other group members gave us more time to travel to and from the receptacle.”
• “We selected an object that we could easily send.”
• “We thought about how much force we should apply when sending our object to have it land where we wanted it to in the playing area.”
• “We could use a signal like ‘go’ so we move together next time.” 

Teacher Prompt: “What did you do when fielding the object to quickly retrieve it and get it back to the receptacle? What strategies worked well and what would you add?” 

Student responses may include: 

• “We let each other know when the object was coming to someone by calling out their name.” 
• “We spread out in the field so we had a better chance to get to the object more quickly.”  
• “We communicated to decide if we should run the object to the person at the receptacle or pass it between us to get it as close to the receptacle as we could before handing it off.” 

Action  

• Divide the space into two equal activity areas, using cones to designate each area.  

• Have groups remain together and assign two groups to each activity area.  

• Provide groups in each area with four markers, one receptacle and 2–3 striking implements, considering the needs and abilities of group members. Then, have groups select six objects to send from the available equipment and with consideration for the abilities and needs of their group.  

• Have groups set up four bases in a diamond shape and place the receptacle where the “pitcher” is normally positioned. 

• Groups place their six objects to send at a safe distance away from home plate.  

• One group begins as the batting group while the other group begins in the “field.” 

• Have the batting group divide into pairs, so two members are at bat at the same time and establishes a batting order. 

• The batters work together to send (e.g., throw, roll, kick, or use an implement) the objects at the same time into the field. 

• The fielding group works together to retrieve the objects as quickly as possible and place them into the receptacle. 

• The batters try to move together to as many bases as possible before all six objects are placed into the receptacle. 

• Batters score one point for every base they get to safely. Once all objects are placed in the receptacle, the batters return home to their group.  

• When all pairs in the batting group have had a turn at sending the objects, groups switch positions, so the batters become the fielders and fielders become the batters. 

• Once both groups have had a turn at bat, groups add up the number of runs scored. Groups try to beat their score each time they are at-bat. 

• Groups may choose to have a “designated base runner.” Groups may decide how all students move in the activity space (e.g., speed walk between bases, side shuffle, lunge to incorporate muscular endurance).  

• After groups have engaged in play for a period of time, have them decide how they might change the game to enhance the fun, inclusion, and participation for everyone. Include the variations in additional rounds of play as time permits. 

• Review selected stretches with students, providing both visual and verbal instructions.  

• Have students complete the stretches. They may perform them in a seated or standing position, using a support for balance, if needed. 

• Stretches may include:
  • Standing Shoulder Stretch
  • Standing Hip Flexor Stretch
  • Standing Side Bend
  • Standing Hamstring Stretch
  • Standing Quad Stretch 

• Batters remain on a base when all the objects are returned to the receptacle. Batters advance while other pairs are at bat, attempting to return to home plate. 

• Increase the number of receptacles in the field. 

• Fielders must pass the object to every person in their group before the objects are placed in the receptacle.

CRRP and Disability-Centred Movement Strategies Embedded in the Lesson 

• Instructions are designed to describe movements and explain concepts in detail. The game progression provides the student with additional practice to understand the game concepts that they cannot acquire through using vision.  

• Purposeful groupings are used to provide all students with an opportunity to work together to engage in the activity (e.g., travelling the bases together).  

• The progressions and games are designed to be inclusive and to demonstrate the different ways in which they can be played for students who are blind.  

• Equipment is used that has tactile and/or auditory features (e.g., tactile markers or balls with auditory features). 

• A signal is used to identify transitions between activities (e.g., music playing, a designated number of hand claps, a call and response). This can also be used to indicate the location of various equipment (e.g., location of bases, receptacles).   

• Throughout the lesson, students work in small groups to promote increased participation and movement flow (e.g., more touches to the ball by using multiple objects to send and creating greater movement by switching from batting to fielding using turn taking versus three outs).  

• Instructions include both visual and verbal prompts and scaffolding the activities to assist the student in learning the steps of a skill. 

• A modified version of the game is provided as a warm-up to help the student practise basic skills (e.g., sending an object into a field then moving to and from the receptacle). More steps are then added to help the student be successful.    

• Having students work in pairs and small groups, using visuals and demonstrating the task, and providing practice rounds helps the student understand instructions and increases engagement. 

• Activities are designed to offer choice for students to engage in the activity in a way that best suits their needs and the way they are comfortable moving their body (e.g., choice of dynamic movements and static stretches). This avoids inducing feelings of gender dysphoria for non-binary students and helps them avoid activities that may not be fully safe or comfortable for students who bind and/or tuck. 

• Choice of equipment and movement are incorporated to allow students to participate in ways that meet their needs and interests.  

• Purposeful groupings are used to foster relationship building and allow students to participate with peers with whom they are most comfortable.