By Jake Boss
A close evaluation of the basics and strategies of potent hitting. Covers perspective, stance, visualization and execution, follow-through, field of regard and intensity notion, bunting, drills, troubleshooting and lots more and plenty extra.
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Additional resources for Dare to Hit .400 (Art & Science of Coaching)
Knowledge is power, and when it is put to use properly, knowledge is the most dangerous weapon any player or coach can possess. It is our wish that players, parents, and coaches can all use this book to enhance their knowledge of the hitting motion. Page 9 Chapter 1 Approach: The Hitter's Attitude at the Plate Hall of Famer Ted Williams believes the biggest problem with baseball players today is that they do not hit up to their capabilities. They possess all the necessary tools to hit well, Williams says, but they fail to hit from the shoulders on up, thus diminishing their effectiveness at the plate.
If it ain't broke, don't fix it" is the attitude coaches take with some players at the major league level, because these players have been very successful at the plate, and the last thing a coach wants to do is stymie that success. Young ballplayers need to realize that athletes with the type of ability possessed by major leaguers are few and far between. , because the youngster probably is not as talented. Coaches should try to make hitting as easy and uncomplicated as possible. When teaching hitting, coaches should try to start from the player's feet and work their way up to his head.
To illustrate, if the hitter is taking batting practice and a coach walks up behind him, the coach should be able to grab the bat and pull it out of the hitter's hands without a problem. "Milking" the bat, or gripping it too tightly, will cause tension in the hitter's forearms and slow his hands down. Page 18 Figure 2-6: The grip on the bat should be loose, with the knocking knuckles aligned. The hitter's hands should start at the top of the strike zone, between the midline of his body and the armpit of his back arm.