Cricket- Tutorial W2

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:

Option #1: Small Group Create one grid

Option #2: Large Group Create two grids

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

* SportPlan (2016)

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

 

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

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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)

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

Key Teaching Point’s

STEP, SWING, DRIVE 

Step – forwards and open up

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Swing – swing the bat backwards

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Stages

Drive – bring the bat forwards through the ball with the face of the bat straight Stage 1

How is LEST organised?

L – Learners organised into groups of 4 E – 3x balls, 4x markers, 1x stumps, 1x tee S – Students spaced safe distance apart with cones set up T – 10 minutes

Extra things to consider

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Roll the ball back to the wicket keeper

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KEEPER NEVER TO FEED BALL DOWN LOW

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Be careful about what group you use for demonstration

Variations 

Ball under chin

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One hand on bat

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Take the step out

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 3

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

in your cricket resource file). Variation and progression

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

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)

STEP, SWING, DRIVE 

Step – forwards and open up



Swing – swing the bat backwards



Drive – bring the bat forwards through the ball with the face of the bat straight

Stages

Stage 2

How is LEST organised?

L – Learners organised into pairs E – 1x tee, 1x ball, 2x cones and 1x bat per pair S – space students safe distance from each other in the area that is allocated T – 10 minutes

Extra things to consider

Set up with the wickets in the middle and then the teacher can go in the middle and provide feedback to the students

Batting Activity #2 Stroke Play with extensions using Rink’s Game Stages Approach (Rycroft & Grima, 2016) Duration 10-15 minutes 4 Created by Kevin Grima, University of Notre Dame Australia, 2016

Equipment

Area Size Instructions

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 *). Key Teaching Point’s

Stages

Equipment (per pair as a starting point):  One tee  One ball  Two cones or markers  One bat  One set of portable wickets  As much as required; dependent on class size.  Adequate spacing between groups 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 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.

SHIFT, LIFT, PULL/SPIN  Shift  Lift  Pull (spin for girls) Stage 3

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

How is LEST organised?

L – Learners organised into pairs E – 1x tee, 1x ball, 2x cones, 1x bat, 1x stumps per pair S – Dependent on class size T – 10 minutes

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

 

Adequate spacing between groups Large space on school oval usually required

Instructions

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

Variation and progression

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.

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. 6

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

 

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.

Combination Activity #2 Pairs Cricket and Judging a Run (Cricket Australia, 2006; Milo In2Cricket Skills Program, 2015) Duration 20-25 minutes Equipment Equipment (per group):  Two bats  Two balls  Two stumps  One tee  Wicket-keeper gloves  Powder to create crease lines or alternative Area Size  Adequate spacing between groups  Large space on school oval usually required Game Rules- Pairs Cricket: [Create teams of 8] Instructions  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 and progression

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 7

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



Teachable moment

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 

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: 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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←

*→

→

→

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

Vball all stage 3 – added in scoring, game situation as batting team separate to fielding 8 Created by Kevin Grima, University of Notre Dame Australia, 2016

Front foot drive ktps – STEP, SWING DRIVE Cooperative feed One way out - catch 4 vs 4 Cones 20m out at 45

Stage 4 – competitive pairs cricket Front foot drive ktps – STEP, SWING, DRIVE Can get out any way In field and out field fielders – roles/positions Offensive defensive strategies Competitive bowling 2 vs 6

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