| Of course, the number one key to running a | | | | example, if you work on hitting first one practice, |
| great baseball practice is organization. Legendary | | | | work on defense first the next. |
| basketball coach John Wooden was famous for | | | | 7. Safety is paramount at all times so don't forget |
| mapping out every detail of his practices, with | | | | helmets, etc... Use of softer balls for younger |
| every second of practice accounted for. This | | | | aged players can really help teaching all phases of |
| may be a little extreme for coaches of youth | | | | the game. |
| baseball but the point is that coaches who are | | | | 8. Kids love competition and contests - the use of |
| organized will get the most out of their practice | | | | those when players begin to get bored, or tired, |
| time. Baseball coaches should map out their | | | | can spur enthusiasm. Using contests as incentive |
| preseason practices to be sure they cover every | | | | to work hard early in practice, with the idea of |
| important aspect of baseball for the age of the | | | | competition (games) later in practice when players |
| player. As the season progresses, coaches can | | | | work hard, can be a good idea. |
| gear their practice time to cover the areas most | | | | 9. When having contests, be sure to handicap |
| needed, based on their team weaknesses. | | | | them some so each player, or group of players, |
| Following are some points that coaches should | | | | have a chance at winning. Make sure and let |
| consider to run a great baseball practice: | | | | players know that a handicap system is in place |
| 1. Get in the habit of starting practice on time - | | | | for fairness. |
| parents who bring their child late will get the | | | | 10. Reward hard working "practice players" and |
| message early in the season that a late player will | | | | not just star game players. Rewards for best |
| be missing out on some instruction. | | | | defensive, offensive and hustle player(s) of each |
| 2. Do not neglect warm-up time. This time is a | | | | practice will spur good effort in practice. |
| very important time for coaches to teach the | | | | 11. Try to give the same amount of attention to |
| fundamentals. | | | | each player. Players who feel slighted will be |
| 3. Get help from assistant coaches and interested | | | | affected and other players will generally notice the |
| parents but be sure to inform them of the | | | | slight of another player also. |
| correct fundamentals that they should be | | | | 12. Give homework. Inform players and their |
| watching for and teaching. | | | | parents of the things you would like them to |
| 4. Keep players busy - players should not be | | | | work on before returning the next time. |
| standing around very often. Small group stations | | | | 13. Long drawn out talks are never |
| are recommended when coaches have help and | | | | recommended. Bringing in a guest speaker or |
| game action drills or play is recommended when | | | | coach can be memorable for players. |
| help from assistants is not available. | | | | Finally, coaches who remain positive, informative |
| 5. Keep stations relatively short so boredom does | | | | and hopeful will have the best chance of |
| not set in and try to cover as many aspects of | | | | developing good players, as well as fun loving |
| the game as time allows each practice. | | | | baseball players. |
| 6. Mix up the pattern of each practice - for | | | | |