Pitching From The Ground Up by Bob Bennett

Book Introduction

The first chapter describes with words and pictures, the pitching delivery. The teaching and learning process starts with the feet and moves upward, dealing with each body part. The pitching delivery is divided into three teaching areas. They are: (1) the feet to the knees, (2) the knees to the waist, and (3) the waist to the head. By starting with the feet and working up, the delivery is easier to understand. The learning process is done in phases. As each fundamental is learned, it paves the way for the next lesson.

Balance is one of the keys. The first phase of the teaching program deals with the push off and the stride. Developing good techniques at the push-off position gives the pitcher a sound starting point. Once that is accomplished, the proper stride is developed. Included in this teach process is the first phase of the leg lift. All of this is taught in area one, the feet-to-knees area. Once this is learned, the pitcher is able to move on to area two.

The leg lift, elevation of the front hip, breaking of the hands and the leading of the front hip are taught in area two. As the pitcher moves to area two, he may experience difficulties with the push-off foot, the first phase of the leg lift, or the stride. If this happens, simply go back to the first area. Make sure this area is learned before moving on. Only when area one is successful, should the lessons in area two be taught. There is a sequence that should be followed. Once area two has been learned, the pitcher should move on to area three.

The throwing arm lift, the front arm, the chest, head, and follow-through make up area three. Again, make sure the pitcher is well schooled in the first two areas before teaching the third area. Each part of the delivery is important. If area one and two have been thoroughly understood, the work in area three will be much easier to accomplish.

A pitcher who goes through this learning system will understand the mechanics of pitching. He will develop a feeling for each body part and how it pertains to the throwing motion. This pitcher will be able to identify a flaw. He can move back and forth in the three areas and make corrections. With this knowledge he can identify and help a fellow pitcher.

The book will explain the necessity for sequential teaching patterns. It will demonstrate how to evaluate and pinpoint the various fundamentals of pitching. It shows how to develop teaching skills. The fundamentals of the pitching delivery are emphasized in several ways. Defining the fundamentals, showing how to teach the fundamentals, and the presentation of a step-by-step teaching method are valuable parts of the book. In addition, a pitching language and teaching tools are introduced.

Over the years, my observations tell me that the best teaching is done by those who simplify their messages. This will be done in the book by breaking down the pitching delivery and showing how to focus on these parts. A pitching language is developed that is clearly understood by both the coach and the pitcher. This speeds the learning process.

In order for success to be achieved in any field, the achiever must know what to do and how to do it. This is why we have identified the five areas of pitching [(1) Mechanics, (2) Control, (3) Velocity, (4) Stuff, and (5) Gamesmanship]. A good pitcher should excel in at least two of the five areas and be acceptable in the other three. Great pitchers are good in all five areas.

Good teaching requires a plan of attack. This includes a solid goal and the steps to attain the goal. With this in mind, it is necessary to develop a sequential pattern of teaching. Skill is taught. If the skill is learned, the lesson plan calls for advancement to a higher level. When success with a certain skill is not accomplished there should be a plan to back track, or to start over, or to try another method. In other words, there should be a step-by-step plan of learning.

Most skills are learned through a number of repetitious drills. These drills should be illustrated clearly and their purpose should be defined. A good drill fits the skill level of the individual, and it is easily recalled. It should be made up of specific details, and should be challenging. Finally, the drill should help the pitcher attain success. The drills in the book qualify under the above definition.

Good teaching skills call for the coach to be specific and to deal with the job at hand. A good teacher does not beat around the bush. The following chapters will show how to focus on particular details and demonstrate how to work in a persistent manner. This will keep the pitcher on track and focused keenly on the goals.

Teaching skills, like any other skill, are both learned and instinctive. Each of us has some instinct, but most skills are learned. There are specifics involved in teaching. For instance, timing, setting, motivation, and understanding are all to be considered. This book will show how these are used in the teaching of pitching.

Follow-through and getting on top of the ball are often discussed among pitching coaches. Pushing off of the rubber and releasing the ball too early are of equal concern. Developing rhythm is of interest to pitchers and pitching coaches. These are all covered in this book. Correct mechanics and common flaws are thoroughly discussed. Properly executing skills will be beneficial to the pitcher. Statements are often made about the skills involved in pitching. Sometimes the statements are factual but often they are not. We will carefully analyze the fundamentals of pitching.

This book is written in a simple and plain style that can be understood by pitchers and pitching coaches at all levels. Our particular aim will be to offer a pitching system. This will help those who are presently using the "hit and miss" system. The pitching system developed in this book can be used for pitchers from Little League to retirement.

There are many ways in which this book is designed to help the pitcher and the pitching coach. It can serve as a guide to teaching and learning. By showing a step-by-step approach, motivation is enhanced. It introduces methods of communication that speed up learning. Pitchers and pitching coaches can learn how to pinpoint flaws and learn how to correct them. Finally, it will break pitching down into segments that can be learned and taught in a systematic manner.

The uniqueness of this book as a teaching tool is the manner in which the pitching delivery is segmented. The three teaching areas of the pitching delivery are clearly defined. There are specific starting points and goals set in each area. This makes teaching and learning easily attainable.

Conclusion

Sound pitching mechanics should stand the test of time. Teaching methods, however, change. Through trial and error, teaching techniques evolve and improve. A good pitching coach should always be open to suggestions.

Teaching involves communication. If a better way of communication is developed, the coach should use it. Rather than feel threatened, the coach should listen to the new idea. If the new idea is sound and improves his teaching methods, it can be incorporated into the coach's teachings.

Teaching and learning is an exciting adventure. Coaching is more than just demanding and telling. It is listening, observing, and evaluating. If the methods used are not getting results, it is advisable to improve or change the methods. This objective can be accomplished without changing the fundamentals. Presentation is the key.

The value of listening to other coaches is immeasurable. Two coaches who agree on pitching mechanics may differ a great deal on their presentations. One presentation may be easier to understand than the other. One coach may emphasize certain points while the other coach glosses over those same points. Each presentation should be examined carefully. At every clinic, there is something to be learned. Key words and phrases to highlight a technique may be an important factor. Enthusiasm and interest in the subject may be even more important. Coaches should listen and watch carefully. One important point could make an improvement in a presentation.

The pitching program presented in this book took years to develop. It was developed by taking the ideas of many coaches and combining them with a few ideas of my own. The pitchers whom I have coached taught me as much as I taught them. They told me with words, body language, and results when the lessons were sound and when they were not sound. Learning is a shared process; many people shared this learning journey with me.

This book has explained the fundamentals of pitching and a method of teaching those fundamentals. The sequential approach, the pitching language, and the drills are designed to help the pitcher and the pitching coach. Beginning with the feet and working upward through the head gives the pitcher and the pitching coach a concrete learning program. The dry-run drills were devised to augment the teaching program.

This text is really a guide book. Coaches should use it as it is written or make those changes that will enable the information presented in this book to be better adapted to their needs. For example, the terminology presented in this book is my language to my pitchers. Other coaches may have better descriptions that create better images for both them and their pitchers.

Fundamentals are lasting, but the methods used to teach them constantly change. Coaches should never stop looking for better ways to teach. They should always keep watching, listening, and learning. When a method or technique is uncovered that improves the learning process, a coach should use it. I plan to.

Bob Bennett