Cricket- Tutorial W3 2

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.

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Teachable moment

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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)

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

Game #1 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

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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

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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.

Organisation: Create two games to maximize participation levels 2 Created by Kevin Grima, University of Notre Dame Australia, 2016

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 #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

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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. 3

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

Variation and progression

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

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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.

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Teachable moment

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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 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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SportPlan (2016)

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

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

Additional Notes Classic Catches  

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Focus on coordination Some students may find it difficult to hit the balls together and therefor the group is not actually working effectively o For those who find it more difficult, where available, large balls could be used to focus on reaction times after the balls have bounces back When balls do make contact, students are forced to act quickly if the ball is coming in their direction

Continuous Cricket 

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Too much standing around so not enough students active at the same time o Batters standing to wait for their shot o Fielder standing waiting for the ball that potentially may not come To allow for maximum participation: o it could be helpful to divide the student into 4 teams rather than 2  2 teams of 4 in the outfield, 1 team of 4 in the infield/bowling and 1 team of 4 batting o Create a 10 and out rule (only 10 runs can be made by each batter and then they are out) – quicker rotation o Create 3 zones to score more points  4, 6, 4 o 2 games running at the same time o Have some students participate in a drill off to the side while others play  Good for assessment lessons – skill can be assessed and game play can be recorded for later viewing

Rapid Fire  

Seems as though there is a lot of standing around, however fielders will need a break after running for the ball especially the far ones Adding in zones to create specific shots o Give more points when zone is involved to develop a need to hit the target accrurately 5

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