Unit Plan 19 (Grade 6 PE): Wiffleball/Softball — Game Situations

Focus: Improve striking for direction, stronger defensive decision-making, and clearer team communication through small-sided Wiffleball/softball game situations.

Grade Level: 6

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this Grade 6 Physical Education unit, students build the skills and awareness needed to play Wiffleball or softball more strategically. Through tee work, fielding practice, base throws, and live small-sided games, students learn that success depends on more than just hitting the ball hard or throwing quickly. Players must think about where to place a hit, when to advance, which base gives the defense the best chance for an out, and how to communicate clearly during live situations. The unit emphasizes directional striking, smart defensive choices, and shared responsibility for backing up plays and covering space. By the end of the week, students should be able to explain how situational thinking and teamwork improve both offensive and defensive success in Wiffleball or softball.

Essential Questions

• How can hitters use direction and placement to create offensive advantage?
• What helps a defense choose the best play in different situations?
• Why do fielders need to communicate responsibilities before and during a play?
• How does small-sided game play help students understand strategy more clearly?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Throw and catch with better accuracy and control during fielding situations.
2. Strike with better direction, consistency, and purpose into open field space.
3. Combine hitting, running, fielding, throwing, and situational decision-making in more fluid game sequences.
4. Adjust force, angle, timing, and effort based on offensive or defensive goals.
5. Apply offensive strategies such as hitting to space, advancing wisely, and choosing high-percentage running decisions.
6. Apply defensive strategies such as choosing the correct base, backing up throws, and communicating roles.
7. Work cooperatively, rotate leadership roles, and support inclusive team participation.

Standards Alignment — Grade 6 PE (SHAPE America-based custom)

• PE:S1.6c – Throwing & Catching with Accuracy in Dynamic Situations Throw and catch with accuracy and appropriate force in dynamic situations, including while moving, under pressure, or in contested game play.
  • Example: In Wiffleball or softball, students field grounders or pop flies, make accurate throws to bases, and catch under game pressure.
• PE:S1.6e – Striking with Implements for Direction, Power, and Consistency Strike stationary and moving objects with short- and long-handled implements (paddle, racket, bat, stick) with consistent contact, controlled power, and intended direction.
  • Example: Students hit off tees or live tosses into specific field zones instead of swinging only for power.
• PE:S1.6f – Integrating Multiple Skills in Fluid Game Sequences Combine multiple skills—such as dribbling, passing, catching, striking, running, dodging, and shooting—smoothly and appropriately during extended game sequences.
  • Example: A student hits into space, runs to first, reads the field, and advances or stops while defenders field, throw, and cover bases.
• PE:S2.6c – Adjusting Effort, Force, Angle, and Timing Based on Context Adjust speed, effort, force, angle, and timing of movements and skills according to distance, defensive pressure, and scoring or placement goals.
  • Example: A hitter chooses a controlled swing to place the ball in the infield gap, or a fielder uses an appropriate-force throw based on distance and urgency.
• PE:S2.6d – Offensive Strategies: Creating and Exploiting Advantages Apply offensive strategies such as creating space, using give-and-go, setting simple screens, recognizing mismatches, and choosing high-percentage plays.
  • Example: In Wiffleball or softball, students hit to open areas, run aggressively but wisely, and communicate offensive decisions from the bases.
• PE:S2.6e – Defensive Strategies: Marking, Containment, and Help Defense Apply defensive principles such as marking a specific player, containing penetrations, maintaining good body position, and providing help defense when teammates are beaten.
  • Example: Fielders choose the most likely out, cover open bases, and back up throws to prevent extra advancement.
• PE:S4.6b – Cooperation, Leadership, and Inclusive Participation Work cooperatively with diverse peers, assume and rotate leadership roles (captain, referee, coach, equipment manager), and intentionally include all group members.
  • Example: Student infield captains help organize the defense, teammates communicate roles clearly, and all players are included in game decisions and responsibilities.

Success Criteria — Student Language

• I can hit with better direction and control.
• I can throw and catch more accurately during fielding plays.
• I can help my team choose the best defensive play.
• I can communicate who has the ball, where to throw, and who is covering.
• I can make smarter offensive decisions as a hitter or runner.
• I can support my teammates and take on a leadership role when needed.