Cricket- Tutorial W2 1

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.

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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 *) 1 Created by Kevin Grima, University of Notre Dame Australia, 2016

* 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?” 2

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).

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

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

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

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

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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. 

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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 *). 6 Created by Kevin Grima, University of Notre Dame Australia, 2016

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

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

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)

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

Additional Notes Set up   

Split into groups of 4 1 bat, one tee 1 set of wickets, 3 balls and 4 markers. Set the equipment up in a circle around the teacher.

Activity 1: Target batting  

Stage 1 activity hitting the ball off of a tee and aiming to hit towards a gap in the field (in between cones). Using a front foot drive. (KTPs – step, swing, drive) regression – take out one KTP – step.

Activity 2: Stroke play    

Pull shot and Square cut Stage 2 brought in scoringKTPs- (shift, lift, pull). Progression- brought in fielders and added scoring for clearing the field effectively.

Activity 3:V- ball   

Combine 2 groups (in groups of 8s) Co-operative feed Only form of dismissal – caught out.

Activity 4: pairs cricket   

Same groups of 8, however spit into 2 v 6 Competitive feed More rules brought into place (4 types of dismissals, Positions)

in a game. High level 3 if you involve scoring. Level 3 can be achieved through offensive and defensive strategy application.

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