Cricket- Tutorial W1

TUTORIAL PLAN Unit: ___ HPE 2203: Physical Performance Laboratory 3

Topic: __Cricket _ __

Week: __1__

Warm Up Activity #1 Ball Handling Routine (Milo In2Cricket Skills Program, 2015) Duration 10-15 minutes Equipment 1 ball per participant Area Size Create a grid using cones to comfortably fit all your students Instructions All students with a ball, trying to copy exactly what the teacher does: • Around head/waist/knees/ankles (several times in each direction) • Figure 8 around knees. • “Switch” – ball between knees with 1 hand in front & the other behind. Drop the ball & switch hands to catch (with or without bounce). Add ‘Gorilla Walk’ by taking a step forward with each switch • ‘Yo-Yo’ – hold ball in one hand out in front. Drop ball & catch before it hits the ground with hand on top of ball. Try nonpreferred hand. Alternate hands to drop & catch • ‘Circle & catch’ - hold ball in one hand out in front. • Drop ball & circle hand around the ball before catching it again. Try non-preferred hand • Throw ball under one leg & catch with other hand. Repeat with opposite hand & leg • Bounce & catch with one hand. Try non-preferred hand. Alternate hands to bounce & catch • Dribble like a basketball. Try non-preferred hand • Hit the ball on an open hand to self. Try non-preferred hand • Throw ball in the air to self & clap/touch ground/spin around etc. before catching • Stand side on, step & throw overarm to get maximum bounce. Catch ball & repeat Variation and progression Teachable moment

• ‘Pairs Reaction Catch’ • ‘Fours Reaction Catch’ Consider the type of balls that you will be using with your students. For example, a tennis ball is suitable for Year 3’s whereas Year 6’s should be using incredi-balls. This is also dependent on the resources that are available at your school.

Organisation: Small group- 1 grid with the teacher at the front (red) Large group- 2 grids with the teacher at the front and centre of both grids (See *)

* SportPlan (2016)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Warm Up Activity #2 Snowball Tag (Milo In2Cricket Skills Program, 2015) Duration 10 minutes Equipment Bean bags or soft balls (e.g. foam cricket balls) Area Size Mark out a square approximately 10m x 10m. Select one tagger who starts at the corner of the grid and instruct all other students to find an open area inside the 10m x 10m grid: • Place balls together at edge of square • One player begins with a ball and is the tagger • The tagger attempts to catch other players by tagging them with the ball or hitting below the shoulders with an underarm throw (bean bag or sponge balls only) • All caught players collect a ball and become taggers • Last player caught wins • Complete 2 or 3 rounds. Instructions Variation and progression Teachable moment

• Create two grids if you have a larger group • Create an oval shape grid to reflect dimensions of cricket • Impose time limits Consider very carefully the type of ball that you are using especially if you opt to instruct that the students aim to hit below the shoulders with an underarm throw. Bean bags or soft balls (e.g. foam cricket balls are ideal for this extension activity). Although this activity does not ‘look like cricket,’ it increases the heart rate and children thoroughly enjoy it from experience in the Primary School setting.

Organisation: For a traditional class of 24-32 students, it is recommended that you create two 10 X 10m grids side by side as illustrated on right. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to see both grids

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Fielding Activity #1 Catching Fundamentals (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 10 minutes Equipment One ball per pair Set of coloured cones Area Size Marked out by cones Refer to organisation section and diagram below Instructions Each student is allocated a partner and is given a ball between two: • Students stand approximately 3 metres apart to start activity. • The pair underarm the ball to each other, attempting to take a set number of catches. For example: 5; 10; or 20. • The distance between the participants increases as their ability increases. For example, one partner moves back two steps once 10 catches are successful taken in a row. • Once completed, commence through the progressions. • Make sure that you create ‘child friendly’ Key Teaching Points for catching that children can easily understand and relate to (include these in your cricket resource file). Variation and Progressions: progression • Increase distance between partners • 10-20 catches with right hand only • 10-20 catches with left hand only • 10-20 catches with students clapping before catching ball

Teachable moment

Variations: Provide a cone per person and instruct that the students catch the ball with the large surface area of the cone (cone upside down) Consider carefully the type of balls that you are using especially if you are working with PP/Yr 1 children whom have had little to no exposure to Fundamental Movement Skills. Bean bags or soft balls (e.g. foam cricket balls are ideal for Junior Primary students) Even tennis balls are difficult to catch for most PP/Yr 1 students.

Organisation: Use different coloured cones to create a clear visual for students. It is recommended that you separate cones by approximately 3m Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Fielding Activity #2 Target Throwing with extensions using Rink’s Game Stages Approach (Milo In2Cricket Skills Program, 2015; Rycroft, 2015) Duration 15-20 minutes Equipment Set of wickets per group Wicket-keeper gloves per group Fielding Target, cones/markers One ball per group Area Size As much as required. Adequate spacing is required between two groups Instructions Stage 1 Approach: Each student is allocated a partner and is given a ball between two: • Place a set of cones/markers to identify starting positions • One partner throws over-arm at a set of wickets whilst their partner gathers the ball and repeats the same sequence. • Create a scoring system to increase intensity and effort, for example, one point for hitting the target and 4 points for knocking the stumps over. • Students stand approximately 5 metres apart to start activity • The distance between the participants increases as their ability increases. For example, one partner moves back two steps once the target is hit 4 times. • Make sure that you create ‘child friendly’ Key Teaching Points for the over-arm throw that children can easily understand and relate to (include these in your cricket resource file). Progression Stage 2 and 3 Approaches: (Rycroft, 2015) • Merge two pairs to create a group of four. • Place two wickets approximately 7 metres apart to start • Each person in the group has a specific role (see diagram) • Blue- throws over-arm at a set of wickets • Yellow- gathers the ball with WK gloves and lobs the ball to slip fielder in grey • Grey- throws at the opposite stumps with blue backing up • Red- makes decision on whether to run or stay (Stage 3) • Incorporate a scoring system to increase intensity and effort • Rotate roles evenly.

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Variations

Teachable moment

• • •

Remove one or two stumps to increase difficulty level Instruct students to hit the target on the full or on the bounce Increase/decrease distances between thrower and target.

The initial activity is suited to novice and younger students Variation is suited to upper primary and lower high school students with previous exposure to cricket at school.

Organisation: Use different coloured cones to create a clear visual for students. It is recommended that you separate starting positions by approximately 3m Teacher positioning (red) is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Bowling Activity #1 Target Bowling with fundamental teaching cues (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15 minutes Equipment One ball per pair Set of stumps per pair Area Size Marked out by cones Refer to organisation section and diagram below Instructions Each student is allocated a partner and is given a ball between two: • Bowling at stumps from a marker approximately 12m apart • Partner is the wicket-keeper • 6 balls each then swap roles (why six balls?) • 1 point for hitting the stumps • 4 points for knocking one stump over • 6 points for flipping all stumps over. • Once completed, commence through the progressions. • Make sure that you create ‘child friendly’ Key Teaching Points for bowling that children can easily understand and relate to (include these in your cricket resource file). Variation and progression

Teachable moment

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Remove a stump for each hit until no stumps are left Remove middle stump and award points for the number of ‘goals’ scored by bowling the ball through the stumps. • Place a tee on top of a stump and award points each time the bowler hits the tee. • Place a hoop or mat in front of stumps and award points each time the ball lands in the hoop or mat (line and length) • Increase/decrease bowling distance • Incorporate creative Stage 2 and 3 activities similar to those found in Fielding Activity #2 by merging pairs into groups. Break down the skill of bowling to help novice players achieve success. These include: • Placing a hurdle so students develop side-on motion • Place two stumps side by side to become accustomed to bowling side on with a high bowling release point • Place hoop or mat to develop good line and length.

Organisation: Adequate spacing required per pair to eliminate distractions Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Bowling Activity #2 Co-operative Bowling Rapid Fire (WACA Development Officers, 2015; Grima, 2016) Duration 15-20 minutes Equipment Two balls per group Two stumps per group Two markers/cones per group Area Size Refer to organisation section and diagram below Adequate spacing between groups required to minimise distractions Instructions Organise students into groups of five: • Two positioned at station A and one each at B, C and D. Refer to illustration below to enhance understanding. • Teacher to demonstrate the activity by using an equal balance of ‘pictures and words’. • A bowls to B and follows his/her delivery to station B. • B underarms to C and follows his/her throw to station C • C bowls to D and follows his/her delivery to station D • D underarms to A and follows his/her throw to station A • Sequence repeated: A-B-C-D-A X 4 (Four rotations) • Make sure that you create ‘child friendly’ Key Teaching Points for bowling that children can easily understand and relate to (include these in your cricket resource file). Scoring: • Reward points to the group every time the wickets are hit Variation and • Remove a stump for each hit until no stumps are left- make progression the game competitive against other groups. • Remove middle stump and award points for the number of ‘goals’ scored by bowling the ball through the stumps. • Increase/decrease bowling distance to cater for individual developmental needs • Scope to combine bowling and over-arm throwing practice • Change underarm throw to roll and introduce ‘long-barrier’ and include KTP’s for long-barrier in your resource file. Teachable moment • Exercise care when introducing competition in activities of this kind as the likelihood is that students will rush their action in order to win the game. Focus is on quality bowling! Organisation: Adequate spacing required per group to eliminate distractions Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

SportPlan (2016) Note: Consider carefully how you will manage your L-E-S-T.

Created by Kevin Grima, University of Notre Dame Australia, 2016

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End Game Fielding Soccer (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15-20 minutes Equipment • Tennis ball per playing area • Cones/markers to mark out playing area • Two sets of stumps per game • Set of bibs Area Size • 40m X 25m playing area • Create two playing areas if you have a large class (20+) Instructions • Groups are divided into equal teams, with no more than 10 players per team. • A set stumps at opposite ends with a 3-5 metre ‘no go’ zone around each set of stumps. • Aim to score by throwing outside ‘no go’ zone and hitting the wickets to register a point. • Students can only underarm the ball to team mates • Students cannot run with the ball but can run to receive it (similar to netball rules) • Opponents are not allowed within 2 metres of the player with ball possession. • Dropped catch, drop ball or out ball is immediate turn over. Variation and • Only allow throwing with non-preferred hand progression • Increase/decrease playing area • Include goals and a goalkeeper instead of aiming at a set of wickets but exercise care when introducing this. • Each players must touch the ball before attempting to score • Remove wickets and make players throw to a team mate inside the ‘no go’ zone who must catch the ball to score. • Allow over-arm throws as well as under-arm Teachable moment • DO NOT assume the role of a commentator or an umpire. Provide corrective feedback using the KTP’s you created for catching and throwing. Shift officiating responsibilities to students. You are paid to teach not umpire or commentate! Organisation: Create two playing areas if you have a class larger than 20. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students. SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Notes week 1

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Bean bags before balls o easier to catch o softer, float a little KTP’s track, reach, give Roll balls before you throw o Roll o Throw underarm o Combination Step, swing, throw

Rink stage 1 Positives • • • • • •

Control of drill Easy to organise LEST Don’t need a large area Easy to assess Lots of repetition Control of pairing

Negatives • • • •

Repetition Inactive, students may be off task Boring Disengagement

Stages 1 and 2 are quite similar • • • • •

Over arm throwing at a cone stage 1-2 Add a points system = stage 3 Can modify drills to move up through stages E.g. add a scoring system for stage 3 Add offensive and defensive players with a scoring system to advance to stage 4

Created by Kevin Grima, University of Notre Dame Australia, 2016

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TUTORIAL PLAN Unit: ___HPE 2203: Physical Performance Laboratory 3

Topic: __Cricket _ __

Week: __2__

Warm Up Activity #1 Red Rover (Milo In2Cricket Skills Program, 2015) Duration 5-10 minutes Equipment 4 markers/cones set up in a large square Area Size Approximately 20m X 30m grass or court area. Instructions Game Rules: • Select two students to start in the middle of the square, making a line. They are the ‘catchers.’ • Start the rest of the students on one side of the square facing the catchers. They are the ‘runners.’ • Teacher calls “All Over Red Rover” or “Go” • All the ‘runners’ try to get past all the ‘catchers’ to get to the ‘safe zone’, which is the other side of the square. • ‘Catchers’ must try to tag the ‘runners’ as they run past. • Any runner that is tagged then becomes one of the catchers. • Teacher calls out “All Over Red Rover” or “Go” until there is just one runner left that hasn’t been tagged by the ‘catchers.’ • Last student standing is declared the winner. Variation and progression

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Tail tag Introduce bean bags and an underarm throw to capture runners. Specify the rules clearly. This makes it more like cricket.

Teachable moment

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Create two squares if you have a large class size. Reinforce the importance of playing fairly and becoming a ‘catcher’ once captured.

•

Organisation: Small group- 1 grid with the teacher at side of grid (red)

Option #1: Small Group Group Create one grid

Option #2: Large Create two grids

Large group- 2 grids with the teacher at the front and centre of both grids (See *)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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* SportPlan (2016)

Warm Up Activity #2 Batting Relays (Milo In2Cricket Skills Program, 2015) Duration 10 minutes Equipment One bat, ball, tee and cone per group Area Size • As much as required; dependent on class size. • Adequate spacing between groups. Instructions

Briefly inform students how to hold a bat correctly: • Hump side up on the floor • Create ‘V’ with dominant hand and grab handle base • Create ‘V’ with non-dominant hand and place it comfortably above dominant hand. Relay Challenges: (non-competitive) • ‘Dribble’ the ball up and back around the tee like their playing hockey. • Hit the ball to self in air and walk/run up and back around tee. • Run up and hit off tee to a team member who repeats the action.

Variation and progression

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Make relays competitive Make exercises simpler and more complex depending on students’ ability levels.

Teachable moment

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Teach technique as described in ‘instructions section, otherwise ask questions to get children to guide their own learning about, “What is the best way to do it?”

Created by Kevin Grima, University of Notre Dame Australia, 2016

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•

Exercise acre when making the batting relays competitive as technique is usually sacrificed.

Organisation: Create groups of no more than 4. Teacher to stand side on to provide correct feedback and encouragement.

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Batting Activity #1 Target Batting (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 10-15 minutes Equipment Equipment (per pair): • One tee • One ball • Two cones or markers • One bat Area Size • As much as required; dependent on class size. • Adequate spacing between groups Instructions

Activity Rules and Set Up: • Set up a batting tee, with two cones set up in goal formation ten metres from batting tee. • Students, in pairs take turns trying to hit the ball through the goals. • The partner will field the ball return it back to the batter (remind students of KTP’s for long-barrier). • Once the ball has been hit 6 times (one over), the batter will rotate with the fielder. • Make sure that you create ‘child friendly’ Key Teaching Points for the ‘straight drive’ that children can easily understand and relate to (include these in your cricket resource file).

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Variation and progression

Teachable moment Organisation: Provide adequate spacing between pairs. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students (see *).

Progressions: • Vary the distance of the batting tee depending on ability/age. • The size of the goals can vary depending on the ability/age. • Remove the goals, and leave one cone for the batter to aim at. • Have the fielder standing between the goals acting as a goalie. • Remove tee and self-serve Incorporate creative Stage 2 and 3 activities similar to those discussed in Week #1 by merging pairs into groups. ← ← ← *→ → →

SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Batting Activity #2 Stroke Play with extensions using Rink’s Game Stages Approach (Rycroft & Grima, 2016) Duration 10-15 minutes Equipment Equipment (per pair as a starting point): • One tee • One ball • Two cones or markers • One bat • One set of portable wickets Area Size • As much as required; dependent on class size. • Adequate spacing between groups Instructions Activity Rules and Set Up: • Set up a batting station using the middle stump of a set of portable wickets with a batting tee on top, with two cones set up in goal formation ten metres to the side of the batting tee (see diagram below). • Students, in pairs take turns trying to hit the ball through the goals. • The partner will field the ball return it back to the batter (remind students of KTP’s for long-barrier). • Once the ball has been hit 6 times (one over), the batter will rotate with the fielder. • Make sure that you create ‘child friendly’ Key Teaching Points for the ‘square cut’ and ‘pull’ as

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Variation and progression

Teachable moment Organisation: Provide adequate spacing between pairs. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students (see *).

some examples that children can easily understand and relate to (include these in your resource file). Progressions: • Vary the distance of the batting tee and size of the goals depending on ability/age. • Remove the goals, and leave one cone for the batter to aim at. • Have the fielder standing between the goals acting as a goalie. • Practice different shots (see figure on left for ideas) • Remove tee and self-serve or partner serve [bowl] Incorporate creative Stage 2 and 3 activities similar to those discussed in Week #1 by merging pairs into groups. ← ← ← *→ → →

SportPlan (2016) Note: Consider carefully how you will manage LEST.

Combination Activity #1 V-Ball [modified] (Cricket Australia, 2006; Rycroft, 2015) Duration 20-25 minutes Equipment Equipment (per group): • Two bats • One ball • Two sets of stumps • 10 markers • Powder to create crease lines or alternative • Wicket-keeper gloves Area Size Instructions

• •

Adequate spacing between groups Large space on school oval usually required

Activity Rules and Set Up: • Create a V game dimension using cones as illustrated on left. • Position wickets and crease line as appropriate • The game is played between two even teams (recommended there are 6 players per team). • Batters can be dismissed by being caught, bowled or if they hit the ball outside the ‘V’ on the full. • Fielders must position themselves outside the ‘V’ or beyond the stumps at the bowler’s end. 14 Created by Kevin Grima, University of Notre Dame Australia, 2016

• •

Variation and progression

Teachable moment

Fielders must return the ball to the bowler only. Rotate team roles once all batters dismissed.

Variations: • No outs but each batting pair face two ‘overs’ each and every dismissal reduces score by 5 runs. • Place a tee on the ground for the batter to hit if a wide or no-ball is delivered Regression: • Get the bowler to bowl under-arm to increase batters success rate • Change out rule if ball hit outside V dimension. •

• •

Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this combination activity to the: batter, bowler, wicket-keeper, and fielders. Remember to use child friendly KTP’s when providing feedback to your students. Roam around to check that all groups are engaged in the activity correctly.

Organisation: Provide adequate spacing between groups. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students and check that all your groups are engaged and playing the activity correctly. (see *).

Created by Kevin Grima, University of Notre Dame Australia, 2016

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←

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*→

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SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Combination Activity #2 Pairs Cricket and Judging a Run (Cricket Australia, 2006; Milo In2Cricket Skills Program, 2015) Created by Kevin Grima, University of Notre Dame Australia, 2016

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Duration Equipment

Area Size Instructions

Variation and progression

Teachable moment

20-25 minutes Equipment (per group): • Two bats • Two balls • Two stumps • One tee • Wicket-keeper gloves • Powder to create crease lines or alternative • Adequate spacing between groups • Large space on school oval usually required Game Rules- Pairs Cricket: [Create teams of 8] • Players compete in pairs against each other • Batters can be bowled, caught or run out. • If batters get out they simply swap ends and continue to bat. • After two overs the batting pair retires and the next pair has their turn to bat. • Each players bowls one over of 6 balls while their partner ‘wicketkeeps.’ • After they have completed their over, they swap • If a ball is bowled ‘wide’ the batter can place the ball on the tee for a ‘free hit’ • If a pair is not batting, they are fielding, so that everyone is involved. • You do not have to run when you hit the ball to work on the skill of ‘judging a run’. Variation- Judging a Run: • Merge pairs into fours to create two teams of 4. • One team is batting and the other is bowling and wicketkeeping. • One pair of the other team is fielding at ‘point’ and ‘mid-off’, whilst the other pair is fielding at ‘square leg’ and ‘mid-on’. • The aim of the bowler is to bowl the ball so that the batter can push or pull the ball towards the two large gaps: cover and mid-wicket. • Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this combination activity to the: batter, bowler, wicket-keeper, and fielders. • Remember to use child friendly KTP’s when providing feedback to your students. • Roam around to check that all groups are engaged in the activity correctly.

Organisation:

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Provide adequate spacing between groups. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students and check that all your groups are engaged and playing the activity correctly. (see *).

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*→

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SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Notes Week 2

Created by Kevin Grima, University of Notre Dame Australia, 2016

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How to progress target batting • • • •

Stage 1 o Hitting ball off the cone to a partner Stage 2 o Remove cone and have batter place ball under chin and drop Stage 3 o Have a goal set up and award runs for hits that go through the goal area Stage 4 o Have someone throwing the ball to the batter o Have a run system o Have more positions filled in the game, wicket keeper, fielders etc

Created by Kevin Grima, University of Notre Dame Australia, 2016

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TUTORIAL PLAN Unit: ___HPE 2203: Physical Performance Laboratory 3

Topic: __Cricket _ __

Week: __3__

Warm Up Activity #1 Classic Catch (Rycroft, 2016) Duration Equipment Area Size Instructions

Variation and progression

5-10 minutes Reaction balls (1 per group) Open space on grass or hard court area. Game Rules: • Organise your learners into groups of four (4) • Instruct each group to collect a reaction ball • Instruct groups of four to arrange themselves in ‘cross formation,’ with equal distances between each other (see diagram to aid understanding) • One student drops the ball in the middle of the ‘cross formation’ for all members to attempt to catch the ball on the bounce. • Create scoring system to enhance intensity, effort and motivation.

• •

Teachable moment

• •

Add a second ball. Larger and smaller ball, creating scoring system that reflects difficulty level. Make groups smaller or larger. Provide feedback based on the KTP’s that you created for ‘catching’ from Week #1. Reinforce the importance of playing fairly and dropping the ball in the middle to allow everyone to catch the deflected ball within each group.

Organisation: Create groups of 4 in a cross formation with adequate distances between different groups and within groups. Show the students what the ‘cross formation’ looks like. Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

* SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Game #1 Created by Kevin Grima, University of Notre Dame Australia, 2016

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Continuous Cricket (Milo In2Cricket Skills Program, 2015) Duration 15 minutes Equipment • Four cones or markers • One ball (age appropriate) • Two or three bats • One set of stumps Area Size

• •

Open space on grass or court area. Continuous cricket is often played on netball/basketball courts in primary schools.

Instructions

Game Rules: • Organise your class into four equal teams to maximize participation levels (create 2 games). • One bowler is to bowl at a time (6 balls = 1 over) • The ball is bowled underarm to the batter who hits the ball into the field of play and then runs around one of the markers (A or B) • The fielder must return the ball to the bowler who can bowl the ball at anytime • Batters can be out two ways- caught or if the bowler hits the stumps by bowling it. • Next batter to step up to the stumps straight away

Variation and progression

Progressions: • Bowler to bowl over-arm • Add a second ball (only with highly skilled groups) Regressions: • Batter cannot be out on first delivery • One hand-one bounce

Teachable moment

•

Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this combination activity to the: batter, bowler, wicket-keeper, and fielders.

Organisation: Create two games to maximize participation levels Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

Created by Kevin Grima, University of Notre Dame Australia, 2016

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* SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Game #2 Rapid Fire (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15 minutes Equipment Per game: • 6 tees • Bat • 6 balls (age appropriate) • 2 stumps • 4 cones/markers Area Size

Instructions

• •

Adequate spacing between groups Large space on school oval usually required

Game Rules: • Organise your class into four equal teams to maximize participation levels (create 2 games). • The object of the game is for the batting team to hit the ball from the tees, though the goals along the ground which are guarded by the fielding team. • Fielders cannot move forward of the goals (safety zone) until the last ball is hit. • Goals should be approximately 20m from the batters • Each time the ball passes through the goals the batting team scores 4 runs. • After the last ball is hit the batter runs between A-B or C-D scoring single runs to be added to those acquired from hitting through the ‘goals’ • To stop the batter from running the fielders have to retrieve the balls and put them back on the tees in the designated area as initially positioned.

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Variation and progression

•

When all players from one team have batted, the teams reverse roles.

• • •

Increase/decrease distance between batter & fielders Modify rules to permit a 6 hit Modify position of ‘goals’ to work on different batting strokes, eg. pull, cover drive, etc Create tees with height, using a stump to work on different batting strokes.

• Teachable moment

•

• •

Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this game to the batters and fielders. Remember to use child friendly KTP’s when providing feedback to your students. Roam around to check that all groups are engaged in the activity correctly.

Organisation: Create two games to maximize participation levels Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

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←

*

→

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SportPlan (2016)

Created by Kevin Grima, University of Notre Dame Australia, 2016

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Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

Week 3 notes Warmup • • •

Good game to stretch o Bending over= stretching hamstrings Also practicing catching and improving reaction time Doesn’t raise heart rate so progress into a warmup that requires running – pass ball

Continuous cricket • • •

1st version of game = lots of inactive batters You want to involve as many as possible Figure out ways to do this o Small groups o Cooperation/ no cooperation o Add a competitive element e.g. scoring o Fast paced games

Rapid fire How to progress • • • •

Add scoring system 4runs, 6 runs Add a safe zone, gate Let fielders move off the line they began on Include run deduction for catches

Created by Kevin Grima, University of Notre Dame Australia, 2016

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